Behavior Management in the Classroom

Introduction

Behavior management in the classroom is an issue that teachers deal with on a daily basis. There are numerous reasons, which result in emotional and behavioral upsets in the classroom. Moreover, schools have been hastily altered to meet the undeniable changes our society has undergone in the last four decades. Additionally, along with society, families with children have also rapidly changed within the last 40 years.

In the 1960’s, families and individuals started to change, for example, teen youth and young adults challenged authority. Young adults saw themselves as deserving more and owing their families less. Women began to achieve more independence through paid employment, and the sexual revolution made marriage less necessary for sexual fulfillment. Men and women both began opting out of unhappy marriages, instead of staying together (Brown, The H.W. Wilson Company, p. 10).

By the 1980’s the ideal family made a radical shift. The American family was changing into a plethora of different family types: dual-career families, never married families, divorced families, stepfamilies and gay and lesbian families. As the family began to change, members were confused about what role or roles they were to play. The father was not the only main source of income in the household, or sometimes a father was not even present at all. The mother was struggling to maintain household duties, take care of the needs of her children, and work a forty-hour workweek.

Childhood in America has also changed in some unsettling ways too. Mothers with children under the age of six years old are now the fastest growing sector of the labor force (Brown, The H.W. Wilson Company, p. 7). Inflation has made it necessary for two incomes to be brought into the household to maintain the standard of living that the previous generation had maintained with only one income. In addition, both men and women are working longer hours per week. Thus, parents are working longer hours, and sadly the number of children growing up below the poverty level is increasing. Consequently, the amount of time that parents have to spend with, and raise their children has been declining also.

With so many parents working more hours out of the home, eminence childcare is under strain. The demand for quality childcare is rising. Parents of small children have to settle for a less desirable babysitter just to make ends meet. Many childcare providers get tired of the long hours and constant nurturing of children who are ill mannered. Parents are tired after long hours of work, and only ask their children questions that require a “yes” or “no” answer. Some children do not even have conversations with their parents.

The stress puts an added strain on the single parent because she/he has only one income, and only a certain amount of time. Single parent households have many responsibilities to their children. They are required to provide for the children financially, emotionally, and physically. Some families can scarcely pay for shelter and food per month.

With rising divorce rates, the nuclear family seems to have collapsed in a single century. I have chosen this topic because as a parent I have seen many changes in our schools and my personal life. My children are widely spaced in their ages because I was a young, single mother. My first child entered kindergarten in 1985, and my last child entered kindergarten in 2001. Through my personal experience I have discovered that not only are there hidden rules in society, but there are also hidden rules about what is expected from a parent.

I remember when my eldest daughter was having a school party. I packed her a bag of store bought cookies, sent her to school, and off to work I went. My daughter was so sad when I picked her up from the babysitter. Kids made fun of her because the cookies weren’t homemade. Now, fifteen years later, teachers prefer store bought items for parties because of the prevalence of hepatitis. It was very hard for me as a young mother. There were many hidden rules that I did not know. Many of the other parents wouldn’t talk to me because I was a “single parent”. They assumed that I was an incompetent mother and that my daughter was less than the other children. However, I think this empowered me to push my daughter to be the best. (I have succeeded, because she is the best!)

It is hard to find “normal” consistencies for many of the children in the schools of today. Sometimes I look in their eyes and I feel their pain. Being an employee of the school district, I have been exposed to personal details of the children’s family history. The problems that the children are having today are many of the same problems their parents had as well. It seems to be a downward spiraling staircase of dysfunction. There are so many different situations that come up at school that have perplexed me, and broken my heart. The teachers try many different approaches to find the students learning process. Children have to learn to find their inner strength, so that they can prevail regardless of the challenges they face. Each child has to learn the middle class rules to succeed at school and work. By containing the generational problem, the child will transform into a responsible adult. A teacher’s task is overwhelming to me. It has taken me so long to decide to go to school to be a teacher because I doubted my qualifications. To educate and change someone while they are screaming and fighting against you is definitely a challenge. Teachers of today are mentors for children that are lost in the fast paced society that we live in. Teachers don’t give up; they are pillars that hold up the future of our world.

ADHD
Unfortunately, more and more children are being diagnosed with medical conditions, and treated with medications. Several children are having problems with hyperactivity and inattention because of underlying stressors and environmental factors, such as: abuse, violence, divorce, and poverty. One of the most common childhood diagnoses is ADHD, attention-deficit hyperactivity disorder. ADHD is thought to be a neurological disorder, usually diagnosed in childhood. ADHD should only be diagnosed from a trained health care provider because some symptoms are similar to hyperthyroidism or other similar illnesses.
In most cases diagnosis is determined upon observations and opinions of those who are closest to the patient: parents, teachers, and childcare providers. The symptoms of ADHD fall into two broad categories: inattention and hyperactivity-impulse behavior. ADHD has been found to exist in every country and culture; however, it is most common in the United States. Virtually four million children in the United States, younger than 18, have been diagnosed with attention deficit hyperactivity disorder (Wikipedia Encyclopedia, GNU Free Documentation License, p. 5). Today there is an increase of drug therapy for ADHD. Nearly 1.3 million American children take Ritalin, a 250% increase since 1990 (Woolfolk, Pearson, p. 138). Exact cause of ADHD is unknown, but some medical research has found that the cerebellum has been shown to be smaller in the brains of those with this disorder. Furthermore, hereditary of genes are suggested by some researches to be predisposed of reduced blood circulation. Many scans of patient’s genes also found a higher concentration of dopamine transporters in the striatum, which is in charge of planning ahead (Wikipedia Encyclopedia, GNU Free Documentation License, p. 6). Some research has determined that diet, social and environment factors, smoking during pregnancy, and head injuries are the possible causes for ADHD. No medical researcher or geneticist has proven that ADHD has a biological basis. Instead many researchers believe that ADHD is psychological in origin. The usual treatments of ADHD are prescription medicine, mostly stimulants. These work by stimulating the areas of the brain responsible for focus, attention, and impulse control. The stimulants activate brain inhibitory and self-organizing mechanisms. This allows the individual to have greater self-regulation. Eighty percent of children with ADHD are more manageable when on medicine (Woolfolk, Pearson, p. 138). For many children there are many negative side effects to taking medicine to control behavior, such as: increased heart rate and blood pressure, interference with growth rate, insomnia, weight loss, and nausea. In addition, there is little known about the long term effect of drug therapy. There is no proof that the drugs will lead to improvement in academic learning or peer relationships. Students on drug therapy appear to improve with behavior and parents and teachers are relived to see positive changes. They sometimes assume the child is cured, but unfortunately, this is not the case.

Parents believing ADHD is a medical problem, stop feeling guilty for their child’s behavior. Thus, since it is a medical problem, they are not responsible for changing the behavior. Parents can also be convinced into thinking that their child has special needs, and that their parenting abilities are inadequate to handle a child under these circumstances. If there had been no invention of ADHD, would parents be disadvantaged in helping their child overcome his/her problems? I think not. Some very influential people could not fit into one-size fits all school system. These are the people who ask “why”. They are the inventors and creators of the things we cannot live without in today’s society. If Thomas Edison, Henry Ford, Leonardo de Vinci were labeled with ADHD as children, would they have made the successes that they have? Parents and teachers can easily get recruited into focusing on the quick fix.

Many children who are labeled ADHD think they are sick or dim-witted. Children who are labeled with ADHD often make up excuses that inhibit them. The diagnosis often becomes a wall that parents, teachers, or children cannot see around. It is better to view ADHD as something separate from the child, instead of an illness or disease that exists in his/her brain. Some of the signs of ADHD are students have problems with inattention to tasks or details. The child does not seem to listen when spoken to directly. The child also has problems with impulse control. An example of this would be blurts out answers, has difficulty waiting for a turn, and interrupts or intrudes in conversations or games. If the child has hyperactivity they fidget with hands or squirm, leaves seat when expected to sit down, runs about or climbs excessively, talks excessively, cannot remain still. Children with ADHD are more physically active, have problems staying on task, and may not be able to control their behavior. More boys than girls have been identified with ADHD.

Abuse
Several children are having problems with hyperactivity and inattention because of underlying stressors and environmental factors, such as: abuse, violence, divorce, and poverty. Each year many of our children experience loss or sustain injuries due to violence and abuse. One in three victims of physical abuse is a baby, less than one year old. In 1990, children who died of abuse and neglect were under the age of five. The leading cause of death among children aged one to four is unintentional injury (Brown, The H.W. Wilson Company, p.127).

Abuse and violence have been growing in our society. Child abuse is not just an individual or family problem. Children who survive abuse grow up more likely to negatively impact our society in many ways. Adults, who have been abused as children, are more likely will abuse their own children; or will use anger, violence, crime, and drugs to overcome the side effects of abuse. Abuse includes physical abuse, sexual abuse, psychological abuse, and abuse to property and pets. Exposure to violence and abuse can leave children with a sense of vulnerability, and helplessness. When children do not feel a sense of belonging and significance, they usually choose another behavior to compensate. They seek undue attention, misguided power, revenge, or they withdraw into assumed inadequacy. Students who engage in violence have chosen the most terrible kind of revenge. Many children are teased and bullied; they develop a sense of rejection. They are out casts and aliens among their peers. Some children have deep feelings of revenge toward the children who have hurt them. Helping children develop a healthy sense of belonging and significance is the cornerstone to a healthy life (Biederman, M. Evans and Company, Inc, p.223). Physical abuse includes pushing, hitting, slapping, choking, using an object to hit, twisting of a body part, and use of a weapon. Compliance may be obtained from a child through actual or threatened physical force or through some other form of coercion. Psychological abuse may include derogatory statements or threats of further abuse.

Every abuse situation is different, but the outcome of reactions from the child is the same. Still, other children are more deeply affected and experience long term problems. Children who have witnessed violence in their families or communities are also vulnerable to emotional problems (Brown, The H.W. Wilson Company, p. 162). Their emotional responses can be anger, fear, depression, or withdrawal. These children need support from teachers to prevent further harm.

Loss of trust in adults and fear of the event happening again are very common in children who have been abused. Some typical reactions include extreme withdrawal, disruptive behavior and inability to pay attention, regressive behaviors, nightmares, sleep problems, irrational fears, irritability, refusal to attend school, outbursts of anger and fighting. Some physical signs of distress could be complains of stomachaches or headaches (Brown, The H. W. Wilson Company, p. 173). Many children in a family under stress will withdraw or show signs of depression. Signs of depression might include isolation of one’s self, eating disorders, or even talking about suicide.

Divorce
When parents are divorcing some children may act out with aggression or defiance. They are afraid of the changes that are coming, or the changes that are already happening to them. The changes bring uncertainty for the future of the child. Sometimes the loss makes them fearful of losing others that they are close to: friends, pets, siblings, and neighbors. Even though many divorces follow years of tension between husband and wife, the tension levels typically increase during, and shortly after a divorce. Most children feel the transition from living with married parents to living with two single parents was the hardest thing to accept (Biederman, M. Evans and Company, Inc., p. 316). When parents start dating new partners, or accepting new siblings from extended families into the child’s home, it can become very traumatic. Divorce can be a very painful experience for all concerned. Parents who try to turn their children against the other spouse create an impossible situation for their child. It is better to nurture the child’s individual likes and dislikes, instead of trying to make them fit or adjust to the changes. In the absence of effective parental explanations about what happened in the divorce children will fill the void with their own conclusions. Some parents have guilt over the divorce and refuse to talk to their children about it. Many children carry unnecessary blame and guilt for their parents getting a divorce.

Today one in four American children lives in a single-parent household. At least 90% of these households are headed by the mother. Many of these mothers receive little or no help from the father (Brown, The H.W. Wilson Company, p. 7). These mother-only households result in economic deprivation and stress. Children in single parent homes score worse on health, education, and behavioral problems than other children who have both parents. (My teacher, Ms. O’Connor, informed us that 49% of African American families are raised by only one parent in the household.)

Many of these children grow up and become adolescent parents; just like their parents, and may also be high school dropouts (Brown, The H.W. Wilson Company, p.63). More than one million adolescent girls become pregnant every year. Adolescent girls are neither financially nor emotionally prepared for parenthood. These girls have to postpone their education, and many are on long-term welfare programs. Children of adolescent parents often suffer from poor health and poor scholastic performance.

Poverty
Most children growing up in poverty under the age of three have at least one parent working. However, their parent’s wages are low, and so they cannot afford adequate housing, transportation, childcare, and health care. Children from poverty are often hungry or inadequately nourished. Many families have no choice but to live in overcrowded housing, in an unsafe building, and/or unsafe neighborhoods. Approximately 100,000 American children are homeless every night (Brown, The H.W. Wilson Company, p. 127).

Poor parents are often young, raising children alone, with few or no support from friends or family. Most of today’s families seem far more isolated from family, friends, and community. Families in poverty are lacking at least one resource, out of the eight discussed in Ruby Payne’s book. These resources are: financial, emotional, mental, spiritual, physical, support system, relationships/role models, and knowledge of hidden rules (Payne, aha! process, p.16). Young families move often and are less likely to live near extended family networks. Varied work schedules make it more difficult for parents to connect with other parents, neighbors, and family. When families are isolated from community and other family members the children suffer. Low-income housing undermines parent’s sense of security and increases their isolation as they struggle to keep their children safe. Many of these children have experienced violence first hand either by being a victim or being a witness. Poverty rates are higher for African Americans, Hispanic families and single parent families. When a child grows up in a poverty family he/she has different values and rules at home than in the school environment. Children have to learn the hidden rules of middle class to become successful at school (Payne, aha! Process, p. 61). Being a teacher in a poverty class school is a challenge because students may respond to a situation in a very different way than expected. Sometimes when children from poverty are disciplined they will laugh, get angry, fight or argue with teacher. These children need role models and relationships with teachers that can show children appropriate ways to behave in school. As children learn about the hidden rules of school they will also learn emotional, and spiritual ways of solving problems as well.

Alcohol and Drugs
Parents who use alcohol and drugs affect their children in detrimental ways. Parents who use illegal drugs, or abuse alcohol are three times more likely to abuse their children, and four times more likely to neglect them (www.medscape.com/viewarticle/503855). Pregnant women who use alcohol may have children who suffer from fetal alcohol syndrome (FAS). Fetal alcohol syndrome is the leading environmental cause of mental retardation in the United States. Each year 4,000 to 12,000 babies are born with signs of intellectual disabilities. Many children get insufficient attention from parents who are addicted to substance abuse. Every day at least three children die as a result of neglect ( www.childabuse.com/fs14.htm). Most children of alcoholics have experienced some form of neglect or abuse.

Research findings suggest that children of parental alcoholism can suffer negative consequences. School aged children of alcoholic parents often develop academic problems. Some children have to repeat grades due to poor academic performance, cognitive deficiency and motivational difficulties. Many of these children have signs of depression and anxiety, and they are very sensitive to changes. Children from alcoholic parents demonstrate behavioral problems such as: lying, stealing, fighting, overactive and impulsive behavior, and truancy.
The environment in a substance abuse household has lower levels of cohesion, expressiveness, independence, and intellectual direction. Some researchers believe that children of alcoholics may have a genetic component to being vulnerable to alcoholism. Children who grow up with substance abuse are more likely to become substance abusers. Individuals suffering from mental health disorders may use alcohol and drugs to alleviate their psychological distress. Researchers believe that growing up with alcoholic parents can cause psychological and social dysfunctions. One in five American children lived with an alcoholic while growing up (www.aacap.org). These children are at greater risk to develop emotional problems than children of non-alcoholic parents.

Children living with substance abuse frequently have low self-esteem, because they live in an atmosphere of stress and family conflict. Only a few resilient children from homes of alcoholics have the ability to break the cycle of abuse. These children shared some common characteristics with each other: positive attention from other people, adequate communication skills, average intelligence, a caring attitude, a desire to achieve, and a belief in self help. The risk increases for a child when he/she grows up in a single parent household. The children in these households have no positive role models, and live in isolation.

Conclusion
I have learned about many different disabilities and situations that could make teaching in a classroom in today’s society very difficult. Being aware of these tribulations will help me become a more effective teacher. I have come to the conclusion that instead of trying to control the child’s behavior, or punish the child after an incident, I would like to focus on proactive instruction. My research has proven to me that there are many reasons for children to be disruptive in the classroom. I will not be able to influence what is happening to them outside the school. Thus, the problems that face these children everyday cannot be solved by me. However, while these children are under my supervision I can be a positive role model and teacher. I cannot control everything that my children do, but I can control myself. I plan to let the children in my classroom know in advance that I will treat them with respect, and I will treat myself respectfully too. I will demonstrate respect to them, and if they are not respectful to me, they can go to RTC (Responsible thinking Classroom). This of course will be my last resort; I will always try to correct students with compassion and encouragement.
Being able to identify learning styles and using them as a basis for instruction is vitally important for teachers, because of an increasingly diverse student population. It could lead to improved learning and better academic achievement for students. Teachers need to use a variety of instructional styles that will appeal to a variety of learning styles. By using multi-sensory approaches, students will have the opportunity to learn best in their preferred mode (Woolfolk, Pearson, p. 302-304). Even though all of my students will be at the same grade level they may vary in their level of cognitive development, and in their academic knowledge. I will have to determine whether my students are having trouble because they lack the necessary abilities, or because they simply have not learned the basic facts. Students must not be bored by work that is too simple or left behind because they do not understand. At every level of cognitive development students need to be engaged in the learning process. They must be able to incorporate the information I present into their own way of thinking.

As a teacher, I would like to perform the following procedures in my classroom.
· Focus on the talents and skills that these children have, not the labels.
· Avoid making excuses for the child. Look for times of success and achievement.
· Help identify and nurture my child’s unique learning styles.
I feel that once the child has discovered his own learning style he will be more engaged and self-motivated in the learning process.

Students’ beliefs about their own ability to succeed influence their achievement. These beliefs are affected in one way or another by family, teachers, and others. Teaching efficacy is how a teacher helps students learn under any circumstances. Teachers with a high sense of efficacy work harder and persist longer even when students are difficult to teach. These teachers believe in themselves and in their students. It is easier for beginning teachers to have a personal sense of efficacy when schools and other teachers have high expectations for students (Woolfolk, Pearson, p.389).

As each year goes on, behaviors of students will change. Every year will bring new challenges and adventures. Most misbehavior is based on a child’s idea of how to find that sense of belonging, connection, and capability.

Good character education is one way to build a feeling of family in the classroom. A motto could be introduced each month, and said often to encourage children to think positively. An example of this would be: Mistakes are wonderful opportunities to learn. Mistakes are inevitable during any learning process. It is better to let the child clean up their own mess, whatever it is, and then kindly and firmly help them learn how to avoid making the same mistake again. Punishing for mistakes or rescuing children from ever making them will not help children develop perceptions of capability. This is just a sample of different ways to make children have a sense of connection to our goal of learning.

The sooner the students believe that the past is not a predictor of the present, the sooner the student will gain confidence in themselves. When they believe they can accomplish their goals of learning, their chances of success will dramatically improve. Students who have a positive attitude about school generally succeed. It is important to present material in a way that makes it meaningful and retainable. The main goal for a teacher is to empower her students with skills that they will retain long after they have completed the school year. These skills will provide them with confidence to overcome the hardships that they have to endure at home, and in our society.