Download - G8 - Disciplinary Problems in Classroom
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Disciplinary problems &
Problem behaviour in theclassroom
By :
Pedot
Lina
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WHAT IS DISCIPLINE
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Training expected to produce a specific
character or pattern of behaviour, especiallytraining 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
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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 processbecomes irreversible.
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DISCIPLINE AND PUNISHMENT
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discipline and punishment are two separate
identities. Punishment may be Negative orpositive.
Negative punishment has nothing to do withdiscipline at all.
Positive punishment sometimes might havesomething to do with discipline, and that
some thing is a very little part of Discipline.
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DISCIPLINARY PROBLEM
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Disciplinary problem is defined as a situation
or behavior that indicate a breach of the rulesor values that are not socially acceptable.
uncontrollable situation such as noisy class isalso considered as a disciplinary problem.
There are two types of disciplinary problems:
1) Destructive.
2) Disruptive.
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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.
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Vandalisms is also classified as a destructive
disciplinary problems.
The examples of vandalisms that may occurs
in school are damaging the chairs, tables anda public phone and also scribbling the wall.
Stealing is a problem that is difficult to containin school and it is also considered as a
destructive disciplinary problems.
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Truancy is the problem or situation of children
being absent from school regularly withoutpermission.
Truancy will make a student being left behindin his study.
Besides, it also may lead to a bigger andcritical problems if the student mix with wild
persons. They may involved in hanging out
and taking drugs.
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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.
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Problem behaviour in the
classroom
Two of the most common problem behaviors in theclassroom teachers see are
a child's lack of focus, and
the inability to sit/stand for an appropriate length oftime to effectively learn.
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Many children display inappropriate orproblem behaviors in the classroom which can
make it difficult for them to learn, cause harmto the child or others and isolate the childfrom his or her peers. We often speak ofproblem behaviors in terms of the effects they
have on others. Therefore, we may label behaviors as
"noncompliant" (e.g., when a child refuses tojoin a class activity), "disrespectful"
(e.g., when a child uses bad language)
"aggressive" (e.g., when a child throws a book).
h i bili f h f ll i k
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The inability to perform the following tasks warrants areferral to additional professionals (such as an OccupationalTherapist).
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 excessivedistractibility
7. ability to take in and process sensory information properly
The inability to properly process sensory information will
elicit very particular behaviors.
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List of behaviors which may indicate a sensory
processing disorder:
children who avoid or appear fearful ofparticular 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.
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children who have difficulty with social
interactions and relating to their peers
children who are unable to adjust to and meetchallenges/difficulties that arise, i.e., asking
for help and/or problem solving
children who have difficulty maintaining anoptimal arousal level for activities, ie, energy
level that is too high or too low
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Behavioral Accommodations
1. Empower and encourage the child, avoidrescuing when the child is struggling (i.e., "hangin 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, doessomething independently, initiates a project, asks
for help, follows the rules, or accomplishessomething even if the outcome is not exactlywhat it should be
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3. Be specific with constructive criticism; make
positive statements about what the child DIDaccomplish then make suggestions or ways toimprove clear, concise and/or elicit suggestionsfrom 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. Followthrough!
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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
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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 thesenses) to alert, calm, and stabilize the
nervous system