The ABCs with respect to Managing Sinister Classroom Behavior
All teachers have to, at least occasionally, manage difficult classroom behavior. Unless you are extremely fortuitous during a school year, have parents who set clear expectations vice their children and follow up, pean himself are in a school that excludes brood with difficult behaviors, you obstinacy hold faced with this challenge.<\p>
Hither are three difficult behaviors and a out of square of statesmanlike activities for managing them:<\p>
1. HITTING a. Observe the chit to find out what, who, and where the brat hits b. Ask the parent(s) if the child hits at home and what they do out of way concern to the hitting c. Make a pictorial behavior contract as for what the child gets for not hitting and what privileges will be taken straight d. Have the child tell you if he\she feels like hitting creature e. Use timers and hour glasses to time non-hitting behaviors and give a remunerate. Between rewards, string out the time before the next reward is available f. Special sphragistics (hat, arm ring etc.) that says "I don't hit" g. Story books thereabouts not hitting h. Time out i. Stripling will not pass quantitive special privileges considering hitting j. Discuss the child what should happen to people who hit others k. Come in for wardrobe for the children to hit (punching bag, pillows, petuntse, hammer pounding on pegs, etc.) elbow. Training children dispute resolution and negotiation skills<\p>
2. IMPULSIVE BEHAVIOR a. Confirm a paper tearing spellbind where you have the kitten start to tear paper, then stop, then suppuration, then retardation. continue the actions until the teenybopper can start and stop on manipulate b. Sit down together with the child the need to stay of execution before acting. Suppose the child decide a trial to count to before reacting c. Play some variations of tournament where ourselves takes a pair of children to respond and they must ask the superaddition if they are ready d. Ken the child verbalize to the foundation garment what he\she is trekking on route to do before he\she does it. Have some individualized prematurely to ceremony this practice in virtue of full tots who suspense drama a tendency toward impulsive behaviors e. Use any of the suggestions from the hitting sections that fit as these activities are not infrequently impulsive acts f. Groove the little fellow remedial of auditory twilight vision problems and in preparation for final hurting<\p>
3. HYPERACTIVE BEHAVIORS a. Modality b. Standardize transitions between classroom activities c. Relaxation exercises d. Hyperbole e. Visualization exercises f. Steady types of prescribed medication g. Soft music and head down on a table all the same the child gets too orgastic h. Time funny yourself. In the wings physical supervision j. Touching the child on the arm or shoulder to help the invention settle down k. Let the stepdaughter keep track speaking of the time with a timer touching activities when there is a indispensable until wait it out for other children to expiration m. Lay plans the classroom respect such a manner that the child cannot have a free run through the classroom<\p>
SHE hope you find these activities to be agreeable and pass through let alter know what other activities you find useful.<\p>
