Disciplinary problems & Problem behaviour in the classroom

By : Pedot Lina

WHAT IS DISCIPLINE

 Training expected to produce a specific character or pattern of behaviour, especially training that produces moral or mental improvement.

Discipline teach a child how to: 1) Learn self control 2) Recognizing acceptable limits 3) Learning where to stop

 If the child is not learning to recognize limits, he is learning to ignore them. The more he learns to ignore them, the harder it is to for him to recognize any boundary in future. By the time child reaches teen-age, the process becomes irreversible.

DISCIPLINE AND PUNISHMENT

 discipline and punishment are two separate identities. Punishment may be Negative or positive. Negative punishment has nothing to do with discipline at all. Positive punishment sometimes might have something to do with discipline, and that some thing is a very little part of Discipline.

DISCIPLINARY PROBLEM

 Disciplinary problem is defined as a situation or behavior that indicate a breach of the rules or values that are not socially acceptable. uncontrollable situation such as noisy class is also considered as a disciplinary problem. There are two types of disciplinary problems: 1) Destructive. 2) Disruptive.

 Destructive means to destroy.

While Disruptive refers to any actions that interfere the teaching and learning process. The destructive disciplinary problems may occurs if a student commits an act that may endanger themselves and others.
For example, hitting teachers, fighting or drug trafficking.

 Vandalisms is also classified as a destructive disciplinary problems.

The examples of vandalisms that may occurs in school are damaging the chairs, tables and a public phone and also scribbling the wall. Stealing is a problem that is difficult to contain in school and it is also considered as a destructive disciplinary problems.

 Truancy is the problem or situation of children being absent from school regularly without permission. Truancy will make a student being left behind in his study. Besides, it also may lead to a bigger and critical problems if the student mix with wild persons. They may involved in hanging out and taking drugs.

 The examples of discipline problems that are disruptive and interfere teaching and learning process are:
Not paying attention. Going out from the class without teacher permission. Lateness. Homework is not completed. Making noise in class. Disrespectful towards teacher.

Problem behaviour in the classroom

Two of the most common problem behaviors in the classroom teachers see are a child's lack of focus, and the inability to sit/stand for an appropriate length of time to effectively learn.

 Many children display inappropriate or problem behaviors in the classroom which can make it difficult for them to learn, cause harm to the child or others and isolate the child from his or her peers. We often speak of problem behaviors in terms of the effects they have on others. Therefore, we may label behaviors as "noncompliant" (e.g., when a child refuses to join a class activity), "disrespectful" (e.g., when a child uses bad language) "aggressive" (e.g., when a child throws a book).

 The inability to perform the following tasks warrants a referral to additional professionals (such as an Occupational Therapist). These tasks are: 1. performing self-care tasks independently 2. ability to care for personal belongings 3. ability to handle a day at school without excessive fatigue 4. ability to organize and sequence information 5. ability to "read" social and environmental cues 6. ability to perform and stay on tasks without excessive distractibility 7. ability to take in and process sensory information properly The inability to properly process sensory information will elicit very particular behaviors.

List of behaviors which may indicate a sensory processing disorder: children who avoid or appear fearful of particular activities such as; messy play, movement experiences, playground equipment, certain sounds, smells, or tastes children who appear clumsy, uncoordinated or do a lot of crashing and banging into or on objects, sometimes accidentally breaking toys children who have difficulty with transitions, ie, stopping one activity and starting another.

 children who have difficulty with social interactions and relating to their peers children who are unable to adjust to and meet challenges/difficulties that arise, i.e., asking for help and/or problem solving children who have difficulty maintaining an optimal arousal level for activities, ie, energy level that is too high or too low

Behavioral Accommodations
1. Empower and encourage the child, avoid rescuing when the child is struggling (i.e., "hang in there", "you can do this", "you're ok" and "way to go") 2. Use positive praise and awards when the child tries his best, attempts something new, does something independently, initiates a project, asks for help, follows the rules, or accomplishes something even if the outcome is not exactly what it should be

 3. Be specific with constructive criticism; make positive statements about what the child DID accomplish then make suggestions or ways to improve clear, concise and/or elicit suggestions from the child on what is missing or how to improve next time . 4. Validate them, their efforts, choices and feelings no matter what! 5. Establish firm, clear rules with appropriate consequences if the child breaks them. Follow through!

 6. Talk through a task/problem with the child if they are struggling 7. Be aware of the child's signs when they are starting to lose control. Be proactive in dealing with the issues BEFORE the child has a meltdown

 8. Teach children about personal space and enforce staying within those boundaries and keeping their hands to themselves 9. Help the child generate ideas, problem solve, make choices or think creatively 10. Use alternative approaches (through the senses) to alert, calm, and stabilize the nervous system