MANAGING DIFFICULT BEHAVIOUR

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Introduction
• There are moments when in classrooms, disruptions occur and things get out of control. • Problem behaviour can take many forms. • Paul Waddon and Sean McGovern list disruptive talking, inaudible responses, sleeping in class, tardiness and poor attendance, failure to do homework, cheating in tests and unwillingness to speak in the target language ( Wadden and McGovern 1991).
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3 Introduction . and refusing to accept sanctions / punishments. insulting or bullying other students. behaviour such as insolence to the teacher. damaging school property. • Indisciplined…―depends on what counts as well-ordered or disciplined classroom for the individual teacher. how we can prevent it and what to do if it arises. might add.• In some contexts.‖ (Brown and McIntyre 1993:44). • Need to know why it occurs.

to learning in general can cause students to behave problematically. 4 . The family – experience with the family have a significant influence on their attitudes to learning and to authority. • Learning attitudes to English.inside or outside : • 1.WHY PROBLEMS OCCUR? • Can stem fr student‘s reaction to teacher‘s behaviour / fr other factors. • Indiscipline have been traced back to a difficult home situation.

• If there are not enough positive interactions with parents . 5 . • Poverty.WHY PROBLEMS OCCUR? • Children need positive attention and support from their parents. learning difficulties. and other stresses may lead children to act out. children may act up in order to gain attention and control over others. marital problems.

WHY PROBLEMS OCCUR? • 2. Education – previous learning experiences affect students‘ behaviour. 6 . • Students are influenced by what went before and their expectations of the learning experience can be coloured by unpleasant memories or by what they were allowed to get away with.

• A lack of respect from teacher or peers or being asked to do something where they are almost certainly bound to fail.• 3. May result from teacher approval. Self-esteem – very important if effective learning is to take place. • Disruptive behaviour becomes an option. can make students feel frustrated and upset. 7 WHY PROBLEMS OCCUR? . impress peers and force teacher to take them seriously. fr student‘s peers or as a result of success.

WHY PROBLEMS OCCUR? • 4. students sometimes show their lack of interest by behaving badly. boredom may lead to disruption. • If topic / activity is inappropriate. • When pairs or groups finish early and are left unattended . Boredom – If students lose interest in a task or topic they are likely to misbehave. 8 .

Classroom .WHY PROBLEMS OCCUR? • 5. If they are tired. they will not be able to concentrate. hungry. Noise fr outside the classroom can impact badly upon students‘ concentration. 9 . External factors – some external factors may affect students‘ behaviour too. too hot / too cold ss being too relaxed / nervy. • Discomfort leads to disengagement.

especially when problem behaviour first takes place. What teacher does– a lot depends on how we ( as teachers) behave in class. • Ss whose self –esteem have been damaged by the way we discipline them are likely to be badly behaved in the future. 10 .WHY PROBLEMS OCCUR? • 6.

WHY PROBLEMS OCCUR? • 7. 11 . Temperament – some children are born with the tendencies to be intense and negative in their moods. Such temperamental tendencies may set the stage for difficult behaviours later on.

WHY PROBLEMS OCCUR? • 8. Learning difficulties – Some problems such as attention—deficit / hyperactivity disorder (ADHD). are often the result of difficulties in the way certain areas of the brain function. in school or in other areas of a child‘s life. 12 . • Impulsivity and problems with self-control can often cause problems at home.

• Difficult behaviours create problems for children themselves as well as for those around them. • Difficult behaviours often include… • Temper tantrums • Physical aggression • Verbal aggression • Defiance • Irritability • Impulsivity • Restlessness • Hyperactivity • Self-control problems 13 WHAT HAPPENS ? .

discouragement and sadness. causing significant problems for themselves and others.WHAT HAPPENS ? • Difficult behaviours may also be accompanied by signs of low self-esteem. • Some show these reactions quite frequently and with intensity. 14 .

produce a chart which says.HOW TO PREVENT? • 1. Establish a code of conduct. Students are to abide by the rules and norms which they themselves agreed to. 15 . Include students‘ own opinions in the code. ‗ As your teacher / a learner I expect …. I will…‘ This document can be put up on the class noticeboard for all to see.As your teacher/ a learner. Creating a code of conduct let students ‗know where they stand‘.

so the way we teach and the relationship with students . • Maintaining ss interest and relating to them in appropriate ways is the key.HOW TO PREVENT? • 2. Teacher‘s behaviour– may sometimes be the cause of disruptive events.ss who are interested & enthusiastic do not generally show problem behaviour. • i) interest and enthusiastic --. 16 . can help to prevent problem behaviour.

• Professionalism means practising what we preach. • Ss can be engaged by T‘s energy & enthusiasm.evidence: invested time in thinking about & planning our lessons. • ii) Professionalism – ss generally respect teachers who show that they know what they are doing. Engage ss in reading & listening text before giving detailed work. -. 17 .HOW TO PREVENT? • --plan classes with flexibility & variety.introduce topics relevant to the ss.

respond equally to ss infront and at the back of the class. 18 .HOW TO PREVENT? • iii) Rapport btw Ts & Ss – listen to what they say with interest. look at them when we talk to them.

2. the longer the behaviour is left unchecked.WHAT TO DO? • SOME GENERAL GUIDELINES…. nor making light of the disruption. 19 . It is the behaviour that matters . Act immediately.Treat the individual fairly. =>immediate action=> stop taking. 1. do not humiliate an uncooperative ss. Focus on the behaviour not the ss. not overracting. the more difficult it is to deal with.not the ss character. pausing& looking at the ss in question. Sometimes requires stronger action.

20 . think carefully before we respond. Take things forward. More effective for teacher to say‖ Let‘s do this…‖ than ― Do not do that…‖ • Taking things forward is better than stopping them.WHAT TO DO? • 3. • In extreme cases. change the activity in order to take out the steam from the situation. better to be positive than negative.

ss will calm down and the problem behaviour dies away.WHAT TO DO? • Other ways => reseat ss. 21 . Separate them in an effective way.

helping ss to recognise the problem behaviour and start to find a way towards changing it. and talk about how to improve it.WHAT TO DO? • 4. • Eye-contact is important when dealing with individuals in class. Reprimand in private – appropriate to discuss their behaviour in private. • Dealing with indiscipline is often a matter of ―pastoral ― care. 22 .

– Teachers who shout to assert authority appear to be losing control. having previously agreed with ss that they are expected to do so. Keep calm. • Teachers have reported the benefits of restoring order and/ or silence by either speaking very quietly to the class as a whole –so that ss have to stop talking in order to hear what is going on– or by raising a hand .WHAT TO DO? • 5. • Shouting raises the level of overall noise in the classroom. • More effective to approach the ss who is disruptive and speak more quietly. 23 .

Use colleagues & the institution – consult our colleagues. asking them for guidance. 24 . • When problem going beyond control.WHAT TO DO? • 6. director of studies / principals. speak to coordinators.

– step back and stay cool. 25 . • 9.WHAT TO DO? • 7.– give instructions clearly and don‘t give in to poor behaviour. Never take out your temper on your students. Remove the disruptive ss from their audience and give them time to calm down. • 8. Quickly try to calm the situation and then at a later stage reflect on what has gone wrong.

WHAT TO DO? • 10. Know how they act and what process and procedures have been used successfully in the past. • 12. Actions like throwing things or scraping their chair are indicators that something is wrong. 26 .Pick up on signals quickly. Do your homework and if there are students with a discipline problem. deal with it. know who they are . Think about why the problem has arisen and check to see if you are part of it. • 11.

Use one that works for you. • 14. WHAT TO DO? 27 . • 15. Rewarding good behaviour does work. Try reasoning and explanations when talking to older children and teenagers. Use punishment less often than positive feedback.• 13. Eg : ― stars chart‖. Examples of behaviour management schemes.

Time out or short term removal of a privilege are helpful forms of behaviour management. • 17. Psychological help is needed when children‘s behaviour problems are frequent.WHAT TO DO? • 16. 28 . intense and cause significant difficulties for themselves and others.

cultural values and life experiences. 29 . family. They all have special needs that differ with age.CONCLUSION All children are unique.

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