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March 11 2016


Psychology and Classroom Management

Jack Rochel Teacher

There are numerous fields of psychology each assuming a report of different aspect of human behaviour mainly because it relates to social, mental, emotional and developmental issues. Whilst clinical psychology examines diagnosing and treating disorders in the brain, emotional disturbances and behavior problems, child psychology compares the mental and emotional development of a child and is also a part of developmental psychology that can take into consideration the study of difference in behaviour that occurs during the entire lifespan of the child.

Cognitive psychology discusses how the human mind receives and interprets impressions and ideas while social psychology examines the way the actions of others influences the behaviour of an individual (Webster's New World Medical Dictionary).

Consequently there are many schools of thought on the subject and countless tests, assessments and research have already been carried out in these different branches of psychology, each addressing issues and causes as they relate to human behaviour. The branch of psychology relating to the child however has witnessed a great deal of interest over the years. Understanding the mystery that's the child has been the subject of endless studies and debate. Using this has emerged an incredible spotlight on the family hence greater recognition is put on the impact of numerous family related factors about the overall development and social interaction of the child. Some of these factors add the roles of parents or guardians, spousal separation. Students are seen as vulnerable beings who are therefore easily suffering from changes to their 'familiar'. Because these impacts so greatly around the child, quite a lot of children enter in the school system each and every year plagued with varying behavioural issues. These issues as we will come to find out later on can have dire consequences for your child as well as those having responsibility for your child.

The idea that children are extremely complex individuals is got out in the emphasis that psychologists place on childhood studies.On the other hand are those children who're anxious and afraid while you're on the other are the ones with aggression and deceit. However in addition there are those who do not get into either of these groupings. From many of the highlighted studies completed in different parts of Britain, it absolutely was found that the percentages of school age children who will be considered as having behaviour problems is quite high with some studies showing as high as 33% in combined amounts of behaviour difficulties. These complaints are as varying in types and levels since they are in root causes among which are gender and class. A few of these problems are seen from quite an early on age and while some children will outgrow it others continually display difficult traits for quite some time. This may to a large degree depend on the cause of the problem. It becomes obvious that this role of the teacher can offer a situation that alone can be quite a complex and daunting task particularly for an individual who has no comprehension of psychology as it concerns the child.

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Having the understanding of how and why children react how they do to certain situations,and discovering how and why they may be influenced by the people and situation created by their environment, will doubtless assist the classroom practitioner in assessment of and intending to meet the needs of these children. An understanding of how the classroom situation may offer challenges particularly to younger kids is crucial to helping children adapt to and consequently enjoy their school life.

It is however in understanding the behaviour and more importantly the root cause of it that any individual can begin to address it inside the appropriate context. Barnes proposes two contrasting perspective on behaviour because it relates to children with difficulty.The very first from a medical point of view where the child's behavior is inherent during the other hand the difficulties are borne from the social situation of which the child is a part. Regardless of whether either of these models is actually correct is not very relevant but is the idea that difficulty in kids can be borne beyond various contributing factors. Also, he highlights the concept that a "difficult" child is something of a perception on the difficulty is. For just one individual a child may be problematic while for another who is able to identify certain characteristics and traits, the child is perfectly normal and manageable.

The phrase difficult is quite relative. Difficulty in youngsters will therefore manifest itself in different ways /forms and to different individuals. This is because one might question whether this is indeed a hard child or is it rather the child is relating to different situations and individuals in a different way, testing the boundaries perhaps? An individual who is firm and hang up certain boundaries for your child may find it far easier to deal with that child than a single who is more relaxed and will not set clear boundaries. On the other hand there are those children who as a result of some of the factors previously mentioned, will display difficult behaviour.This behaviour will manifest itself in different ways. While some troubled students are withdrawn and shy others will act up their insecurities inside a totally different way often being boisterous and angry, refusing to adapt to requirements. A number of the common factors that frequently manifest itself in school age children are tantrums, withdrawal, and refusal to conform among others.

It is in understanding the groupings children's behavior is usually classified into the teacher will be able to cope within the classroom.

One of the key roles of the teacher apart from the ability to teach is the ability to maintain class control involving managing behaviour in the classroom. As mentioned before, classroom behaviour will manifest itself diversely. This involves children who will not do as asked, including completing tasks, children that are constantly out of their seats disturbing others, consistent talking and in many cases bullying. Ultimately the teacher needs to be able to deal with and understand difficult children. This task can prove quite challenging. Pupils visit school from all forms of backgrounds and situations and as a consequence with all types of issues.

With the focus of the Education system today so result driven, teachers are positioned under extreme pressure to make sure that students achieve often unrealistic targets. Schools will often be also guilty of placing expectations on pupils based on school type, region and age rather than focus on the individual child and his/her circumstances. Hence they are seen as problematic when their behaviour falls outside the acceptable range of tolerance and age appropriateness.

In order for all students to achieve their maximum potential the classroom atmosphere has to be free of any and all situations which may be stressful to both pupils and the teacher, because there to be a consistent procedure for learning and teaching within the classroom it is important that the teacher be equipped with a lot more than an excellently drafted lesson plan. This awareness begins with the process of the entire school understanding key issues in child development and child psychology. While many schools today use a behaviour policy and often they do try to enforce this, it's more important for schools to concentrate on child development issues in order to understand and deal effectively with behavior in kids. What teachers need most therefore aren't so much insets on enforcing the behaviour policy but looking more closely at understanding the causes of the behaviour.

Some ways of thinking believe that schools should build a 'consistent' Behaviour Management Plan that incorporates different techniques. They together should enable the schools to deal with the most typical classroom behaviours. This calls for the teacher's capacity to develop and apply different strategies which will address behaviour in the classroom. This encourages utilizing a fixed set of rules.The problem with this however is the fact that as we have discussed earlier no two kids are alike and similarly no child's problems are the same. Assuming however that this teacher has got grounding in psychology since it relates to children, this model can essentially be quite instrumental and efficient. It is however critical that key issues are addressed. Some will include consideration provided to the stage and progression of the children in question, ensuring that the child is addressed with respect and fairness, considering whether or not this will enable the child to fulfill targets and achieve goals and whether or not this allow for continuity not in the classroom. However to evolve to this school of thought if you don't take into consideration the above issues related to that child could possibly lead to further problems for the teacher and ultimately the child.

A teacher that is armed with the psychological facts is certainly in a good position in order to understand and therefore cope effectively with children displaying difficult behaviour. Being conscious of the fact that a child with meltdowns may only be craving attention, other children behaving away from sort or causing problems in class may simply be rebelling from the inability to express themselves at home. Expressions of fears and mistrust on other occasions may stem from deeper more disturbing causes either imminent or suffered within an earlier stage within their development. Problems in your own home, in their society, inside their peer groups, childhood development and socialization, parental bonding or insufficient it, sibling rivalry, pressure from peers, molestation are only a few of the problems that children come to school with. The teacher isn't just a facilitator however a confidant and often needs to deal with issues that students will confide in them. It is also important therefore how the teacher be aware of certain protocols governing student's confidentiality issues and ways to proceed in identifying the proper channel through which to direct the little one. Since the child spends a much greater part of the day from the care of the teacher, the teacher is within a good position to distinguish inconsistencies and alterations in a child's behaviour patterns. This is when being able to identify and hang a name to symptoms might prove crucial to helping a child going through a difficult situation.

To be able to differentiate between behaviour that is relevant to a child's developmental stage as against behaviour that is distinctly brought on by psychological disturbance, will probably be crucial to the early years teacher. But an understanding of when this behaviour can be a normal attribute for a kid of that age and when it is not, is key to pinpointing the emergence of an problem. Clinginess, bed wetting and tantrums are named as key traits among these young children. While these is going to be acceptable in toddlers it becomes a concern if these traits continue into later stages of development. Certainly, a comprehension of how children correspond with environmental changes and routines will sometimes impact negatively on his or her behaviour.Some children may display different patterns of behaviour in your own home than at school. However , acceptable behaviour will probably be relative to the expectations of the making the judgment and also to each individual child.

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