Psychology and Classroom Management
There are different fields of psychology each assuming a survey of different aspect of human behaviour as it relates to social, mental, emotional and developmental issues. Whilst clinical psychology talks about diagnosing and treating disorders with the brain, emotional disturbances and behaviour problems, child psychology compares the mental and emotional development of a child and is also a part of developmental psychology that takes into consideration the study of difference in behaviour that occurs through the entire lifespan of the child.
Cognitive psychology talks about how the human mind receives and interprets impressions and ideas while social psychology examines the way the actions of others influences the behaviour associated with an individual (Webster's New World Medical Dictionary).
Consequently there are numerous schools of thought on the subject and countless tests, assessments and research happen to be carried out in these different branches of psychology, each addressing issues to result in as they relate to human behaviour. The branch of psychology amongst the child however has witnessed a great deal of interest over time. Understanding the mystery this is the child has been the topic of endless studies and debate. Because of this has emerged an excellent spotlight on the family hence greater recognition is placed on the impact of various family related factors for the overall development and social interaction in the child. Some of these factors add the roles of parents or guardians, spousal separation. Youngsters are seen as vulnerable beings that are therefore easily impacted by changes to their 'familiar'. As these impacts so greatly on the child, quite a lot of children enter in the school system every year plagued with varying behavioural issues. These problems as we will come to find out later on can have dire consequences to the child as well as those having responsibility for that child.
The idea that students are extremely complex individuals is brought out in the emphasis that psychologists position on childhood studies.Also are those children that are anxious and afraid throughout the other are the ones with aggression and deceit. However in addition there are those who do not fall under either of these groupings. From many of the highlighted studies carried out in different parts of Britain, it absolutely was found that the percentages of faculty age children who will be considered as having behaviour problems is quite high with some studies showing up to 33% in combined amounts of behaviour difficulties. These complaints are as varying in types and levels since they are in root causes among that are gender and class. A few of these problems are seen from quite a young age and while some children will grow out of it others is constantly display difficult traits for a long time. This may to a great extent depend on the cause of the situation. It becomes obvious that this role of the teacher can provide a situation that in itself can be quite a complex and daunting task especially for an individual who has no idea of psychology as it pertains to the child.
Having the knowledge of how and why children react the way they do to certain situations,and discovering how and why they may be influenced by the people and situation manufactured by their environment, will undoubtedly assist the classroom practitioner in assessment of and about to meet the needs of these children. An awareness of how the classroom situation may offer challenges particularly to younger kids is crucial to helping children adjust to and consequently enjoy their school life.
It really is however in understanding the behaviour and even more importantly the root cause of it that any individual can begin to address it within the appropriate context. Barnes proposes two contrasting perspective on behaviour because it relates to children with difficulty.The initial from a medical perspective where the child's behavior is inherent while on the other hand the problems are borne out of the social situation that the child is a part. Regardless of whether either of these models is usually correct is not very relevant but is definitely the idea that difficulty in children can be borne beyond various contributing factors. Also, he highlights the thought that a "difficult" child is an activity of a perception about what difficulty is. For one individual a child could be problematic while for an additional who is able to identify certain traits and characteristics, the child is perfectly normal and manageable.
The word difficult is quite relative. Difficulty in kids will therefore manifest itself in different ways /forms and to different individuals. The reason is one might wonder if this is indeed a hard child or is it rather how the child is in relation to different situations and individuals in a different way, testing the boundaries perhaps? An individual who is firm as well as set certain boundaries to the child may find it easier to deal with that child than a who is more relaxed and does not set clear boundaries. Nonetheless there are those children who as a consequence of some of the factors previously mentioned, will display difficult behaviour.This behaviour will manifest itself in different ways. While some troubled kids are withdrawn and shy others will act out their insecurities in the totally different way often being boisterous and angry, refusing to conform to requirements. Some of the common factors that usually manifest itself in college age children are tantrums, withdrawal, and refusal to conform among others.
It is understand the groupings children's behavior is normally classified into how the teacher will be able to cope within the classroom.
One of the key roles from the teacher apart from the capability to teach is the capability to maintain class control involving managing behaviour inside the classroom. As mentioned before, classroom behaviour will manifest itself in different ways. This involves children who don't do as asked, including completing tasks, children that are constantly out of their seats disturbing others, consistent talking and also bullying. Ultimately the teacher needs to be able to deal with and understand difficult children. This task can prove quite challenging. Pupils arrived at school from all varieties of backgrounds and situations and as a consequence with all types of issues.
With all the focus of the Education system today so result driven, teachers are placed under extreme pressure to ensure that students achieve often unrealistic targets. Schools will often be also guilty of placing expectations on pupils based on school type, region and age as an alternative to focus on the individual child and his/her circumstances. Hence they are seen as problematic when their behaviour falls outside of the acceptable range of tolerance and age appropriateness.
For all students to achieve their maximum potential the classroom atmosphere must be free of any and all situations that could be stressful to both pupils and the teacher, for there to be a consistent method of learning and teaching from the classroom it is important that the teacher be armed with a lot more than an excellently drafted lesson plan. This awareness starts off with the process of the entire school understanding key issues in child development and child psychology. Some schools today use a behaviour policy and customarily they do try to enforce this, it's more important for schools to pay attention to child development issues to be able to understand and deal effectively with behavior in children. What teachers need most therefore aren't so much insets on enforcing the behaviour policy but looking more closely at comprehending the causes of the behaviour.
Some ways of thinking believe that schools should build a 'consistent' Behaviour Management Plan that incorporates different techniques. These techniques together should enable the schools to deal with the most common classroom behaviours. This calls for the teacher's ability to develop and apply different strategies that can address behaviour within the classroom. This encourages the use of a fixed set of rules.The problem with this however is the fact that as we have mentioned earlier on no two students are alike and similarly no child's issues are the same. Assuming however how the teacher has got grounding in psychology because it relates to children, this model can in essence be quite instrumental and effective. It is however crucial that key issues are addressed. A few of these will include consideration presented to the stage and progression of the children in question, making sure the child is helped by respect and fairness, considering if it will enable the child to meet targets and achieve goals and whether or not this allow for continuity outside of the classroom. However to evolve to this school of thought without using into consideration the above issues related to that child may lead to further problems for the teacher and finally the child.
A teacher that is armed with the psychological facts is without a doubt in a good position so that you can understand and therefore cope effectively with children displaying difficult behaviour. Learning the fact that a child with meltdowns may only be craving attention, other children behaving beyond sort or causing problems in class may simply be rebelling up against the inability to express themselves in your own home. Expressions of fears and mistrust in others may stem from deeper more disturbing causes either imminent or suffered with an earlier stage of their development. Problems in the home, in their society, in their peer groups, childhood development and socialization, parental bonding or not enough it, sibling rivalry, pressure from peers, molestation are only a few of the conditions children come to school with. The teacher isn't just a facilitator but a confidant and often needs to deal with issues that students will open up to them. It is also important therefore that the teacher be aware of certain protocols governing student's confidentiality issues and the ways to proceed in identifying the best channel through which to direct the child. Since the child spends a significantly greater part of the day within the care of the teacher, the teacher is a good position to recognize inconsistencies and modifications in a child's behaviour patterns. This is when being able to identify and place a name to symptoms might prove imperative to helping a child going through a difficult situation.
The ability to differentiate between behaviour which is relevant to a child's developmental stage as against behaviour that is distinctly due to psychological disturbance, will be crucial to the early years teacher. But an awareness of when this behaviour is a normal attribute for a kid of that age so when it is not, is key to pinpointing the emergence of the problem. Clinginess, bed wetting and tantrums are named as key traits among these young children. While these will likely be acceptable in very young children it becomes a concern if these traits continue into later stages of development. Certainly, an awareness of how children relate with environmental changes and routines will sometimes impact negatively on their behaviour.Some children may display different patterns of behaviour in your house than at school. On the other hand acceptable behaviour is going to be relative to the expectations of these making the judgment and also to each individual child.