Posts Tagged ‘managing challenging behaviour’
If The Teaching’s Bad Kids Will Behave Badly!
When kids can’t learn they often resort to being badly behaved!
There are only 2 directions children can follow when they haven’t a clue what’s going on in class. They can’t read properly, so their chance of surviving in class is severely curtailed. The direction they follow is to become an increasingly troublesome behaviour problem. Their intelligence is used in a destructive way. These kids are clever, but grossly under-educated. They can’t use their brains to extend their knowledge because they haven’t got sufficient foundations to build on. They don’t have confidence in their abilities because their abilities have never been explored. It’s just assumed that because they fall behind in their work there must be something wrong with their level of intelligence.
I have such a boy who’s just started in my classes… He’s out of control in mainstream school. He’s violenct, confrontational, foul mouthed. But school say he’s bright! How do they know? He can’t read properly or do basic arithmetic! He’s 10 but has the knowledge of a 7 year old…
Make Sure Children’s Behaviour Is ‘Marked’ Like Maths And Science…
Ok, we can’t ‘tick’ children all over to mark their behaviour as we can in maths and science books. There must be a rule somewhere to say we’re not allowed to do that… I suppose that’s reasonable.
Think about what you are doing when you mark children’s work. You’re letting them know when they’ve got something right. You’re telling them that you’re pleased with them and acknowledging the efforts made in class and also that they seem to have gained an understanding of the subject. You’re also letting them know what they’ve got to achieve to move on to a higher level and have a greater level of understanding of a subject.
It’s equally important that children (and the teacher) know when something is wrong. It could be through making a mistake, misunderstanding a concept, not listening well enough or not making sufficient effort in class. Marking work will make sure any misconceptions can be sorted out, either with more input or consolidation exercises.