Behaviour Management: Withdrawn Behaviour

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Behavior management: Withdrawn Behavior

Behavior management: Withdrawn Behavior


It is a very important issue especially for teachers, such as management of behavior of the children. In any kind or classroom, boys and girls who cause disturbances, it should not alienate these kids who cause disturbances outside of class or other groups and that this is the problem which moves to another teacher. Rather, such a procedure will allow problems to fester; it will not help the child overcome them. There is a need or problems with these children that can be met in the regular classroom, in some cases have severe behavioral problems, which is cleverer than his master cannot handle them, and who is not trained to confront and overcome them. Anyways people must still try to offer help or pass it to other support available to the institution as: Classroom resource which treats deficits or gaps in children or the classroom resource behavior and emotional problems, staffed by specialist teachers in these problems, or the service of Psychology, Counseling or Social Work. The teacher must have a special care not to label children by presenting problems, whether emotional or psychological. No child problems, but children with problems, so care must be taken early recovery and reintegration into the classroom. (Alberto, 2006)

It is necessary that teachers are able to assess, according to their professional training, in general the severity of the behavior of children with whom they work. Where there is suspicion of an underlying problem must be reported to the psychologist of the institution and prevent future problems. A child with problems can cause disorders in the classroom, but avoiding those problems become collective and affect the whole group, because by adopting these disorders, it approves the conduct and harder to repair. Behavior problems in the classroom, children are those behaviors that interfere with the achievement of academic goals. Changing these behaviors is considered necessary to achieve school goals found as major disruptive behavior in the socialization of child hyperactivity and aggression and second insecurity and social withdrawal. When looking for targets of change in the child's behavior, it should not be pursued to make the child more docile, but is able to learn with less difficulty. Before a behavior problem in class, the starting point is: systematic observation and careful to include: a description of selected behaviors along with history of them and their consequences. (Cartledge, 2002)

The diagnosis or evaluation of behavior is the first step in developing an agenda for change. It is therefore important: Biographical Data collection through questionnaires and interviews with parents. Physiological results of psychological tests should be taken into account the child's verbalizations about their emotional states, attitudes and cognitions. Fleeing general labels such as nervousness to rate the child's behavior. When it occurs in the presence of who and consequences, i.e. what happens after the onset of behavior, such as attention, not to make a difficult exercise, etc. The end result is the establishment of a precise ...
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