Jack Rochel
Psychology and Classroom Management

Psychology and Classroom Management

Rochel Jack
There are various fields of psychology each assuming a survey of different aspect of human behaviour because it relates to social, mental, emotional and developmental issues. Whilst clinical psychology examines diagnosing and treating disorders in the brain, emotional disturbances and behavior problems, child psychology blogs about the mental and emotional development of the child and is also a part of developmental psychology that can into consideration the study of alternation in behaviour that occurs through the lifespan of the child.
Cognitive psychology talks about how the human mind receives and interprets impressions and ideas while social psychology examines how the actions of others influences the behaviour of an individual (Webster's New World Medical Dictionary).
Consequently there are many schools of thought on the subject and countless tests, assessments and research have been carried out in these different branches of psychology, each addressing issues and results in as they relate to human behaviour. The branch of psychology regarding the child however has seen a great deal of interest over the years. Understanding the mystery which is the child has been the topic of endless studies and debate. Using this has emerged an incredible spotlight on the family hence greater recognition is positioned on the impact of numerous family related factors around the overall development and social interaction with the child. Some of these factors include the roles of parents or guardians, spousal separation. Kids are seen as vulnerable beings who are therefore easily suffering from changes to their 'familiar'. Since these impacts so greatly around the child, quite a lot of children enter the school system every year plagued with varying behavioural issues. These problems as we will come to see later on can have dire consequences for your child as well as those having responsibility for the child.

Rochel Jack

The idea that students are extremely complex individuals is got out in the emphasis that psychologists put on childhood studies.On one side are those children who're anxious and afraid while on the other are the ones with aggression and deceit. However in addition there are those who do not get into either of these groupings. From a number of the highlighted studies done in different parts of Britain, it turned out found that the percentages of college age children who're considered as having behaviour problems is fairly high with some studies showing of up to 33% in combined amounts of behaviour difficulties. These complications are as varying in types and levels since they are in root causes among which can be gender and class. Many of these problems are seen from quite an earlier age and while some children will grow out of it others is constantly display difficult traits for many years. This may to a great extent depend on the cause of the problem. It becomes obvious the role of the teacher may offer a situation that itself can be quite a complex and daunting task specifically an individual who has no comprehension of psychology as it relates to the child.
Having the expertise in how and why children react the way they do to certain situations,and focusing on how and why they are influenced by the people and situation manufactured by their environment, will doubtless assist the classroom practitioner in assessment of and intending to meet the needs of these children. An understanding of how the classroom situation may offer challenges particularly to younger kids is crucial to helping children accommodate and consequently enjoy their school life.
It can be however in understanding the behaviour and even more importantly the root cause of it that anyone 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 standpoint where the child's behavior is inherent during the other hand the down sides are borne out from the social situation of which the child is a part. Regardless of whether either of these models is actually correct is not very relevant but presents the idea that difficulty in kids can be borne out of various contributing factors. Also, he highlights the concept that a "difficult" child is an activity of a perception on what difficulty is. First individual a child could be problematic while for the next who is able to identify certain characteristics and traits, the child is perfectly normal and manageable.
The term difficult is quite relative. Difficulty in children will therefore manifest itself diversely /forms and to different individuals. In this way one might question whether this is indeed a difficult child or is it rather that the child is associated with different situations and individuals in a different way, testing the bounds perhaps? An individual who is firm and hang certain boundaries to the child may find it far easier to deal with that child than a who is more relaxed and set clear boundaries. Then again there are those children who because of some of the factors mentioned before, will display difficult behaviour.This behaviour will manifest itself in another way. While some troubled kids are withdrawn and shy others will rebel their insecurities in the totally different way often being boisterous and angry, refusing to conform to requirements. Many of the common factors that always manifest itself in class age children are tantrums, withdrawal, and refusal to evolve among others.
It is in understanding the groupings children's behavior is usually classified into the teacher will be able to cope inside the classroom.
One of the key roles from the teacher apart from the ability to teach is the power to maintain class control that involves managing behaviour in the classroom. As mentioned before, classroom behaviour will manifest itself differently. This involves children who won't do as asked, including completing tasks, children that are constantly out of their seats disturbing others, consistent talking as well as bullying. Ultimately the teacher should be able to deal with and understand difficult children. This task can prove quite challenging. Pupils come to school from all varieties of backgrounds and situations and as a consequence with all types of issues.
Using the focus of the Education system today so result driven, teachers they fit under extreme pressure to make sure that students achieve often unrealistic targets. Schools in many cases are also guilty of placing expectations on pupils depending on school type, region and age rather than focus on the individual child and his/her circumstances. Hence they are seen as problematic when their behaviour falls outside the acceptable range of tolerance and age appropriateness.
In order for all students to achieve their maximum potential the classroom atmosphere must be free of any and all situations which can be stressful to the two pupils and the teacher, in order for there to be a consistent way of learning and teaching from the classroom it is important that the teacher be equipped with a lot more than an excellently drafted lesson plan. This awareness begins with the process of the entire school understanding key issues in child development and child psychology. Many schools today use a behaviour policy and usually they do try to enforce this, it is more important for schools to concentrate on child development issues to be able to understand and deal effectively with behavior in youngsters. What teachers need most therefore usually are not so much insets on enforcing the behaviour policy but looking more closely at understanding the causes of the behaviour.
Some ways of thinking believe that schools should produce a 'consistent' Behaviour Management Plan that incorporates different techniques. These methods together should let the schools to deal with the most typical classroom behaviours. This requires the teacher's ability to develop and apply different strategies which will address behaviour from the classroom. This encourages using a fixed set of rules.The situation with this however is as we have mentioned before no two students are alike and similarly no child's problems are the same. Assuming however that the teacher has got grounding in psychology mainly because it relates to children, this model can in place be quite instrumental and effective. It is however critical that key issues are addressed. Many of these will include consideration directed at the stage and development of the children in question, making sure the child is given respect and fairness, considering if it will enable the child to fulfill targets and achieve goals and if it allow for continuity away from the classroom. However to conform to this school of thought without having to take into consideration the above issues linked to that child might lead to further problems for the teacher and eventually the child.
A teacher who is armed with the psychological facts is undoubtedly in a good position to be able to understand and therefore cope effectively with children displaying difficult behaviour. Knowing the fact that a child with meltdowns may only be craving attention, other children behaving from sort or acting up in class may simply be rebelling from the inability to express themselves at home. Expressions of fears and mistrust in other business owners may stem from deeper more disturbing causes either imminent or suffered in an earlier stage of their development. Problems in the home, in their society, inside their peer groups, childhood development and socialization, parental bonding or lack of it, sibling rivalry, pressure from peers, molestation are only a few of the problems that children come to school with. The teacher is not only a facilitator but a confidant and often must deal with issues that students will confide in 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 an extremely greater part of the day inside the care of the teacher, the teacher is within a good position to identify inconsistencies and modifications in a child's behaviour patterns. That's where being able to identify and hang a name to symptoms might prove imperative to helping a child experiencing a difficult situation.
A chance to differentiate between behaviour that is relevant to a child's developmental stage compared to behaviour that is distinctly brought on by psychological disturbance, will likely be crucial to the early years teacher. But a comprehension of when this behaviour is really a normal attribute for a kid of that age so when it is not, is key to pinpointing the emergence of a problem. Clinginess, bed wetting and tantrums are named as key traits among these young children. While these will probably be acceptable in toddlers it becomes a concern if these traits continue into later stages of development. Certainly, a comprehension of how children relate with environmental changes and routines will sometimes impact negatively on their own behaviour.Some children may display different patterns of behaviour in the home than at school. Then again acceptable behaviour will probably be relative to the expectations of the making the judgment also to each individual child.

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