Dealing With Challenging Behaviors in the Classroom | My Paper Hub
Social behavior and academic achievement
Social behavior and academic achievement
typically define the success of students. Real success in schools over the
years is often measured by how well students socialize and behave (which is the
sole reason I chose this topic to research on). This is also the motive for
educational programs for students suffering from brain injuries besides helping
them achieve academically. Students with cognitive challenges such as thinking,
speaking, attention and memory or movement challenges like fine motor skills,
sensory integration and walking are often better tolerated than students
showcasing unwanted behaviors like difficulty with peers, inappropriate
language, and aggressiveness.
Most students fail to succeed in school
after showing challenging behaviors or sustaining brain injuries. Therefore
teachers ought to help students with challenging behavior by providing
information on tasks related to success in school, developing clinical systems,
making classroom accommodations, and improving medical management. “Teachers
may start noticing changes in a student with challenging behaviors i.e. after a
brain injury through using Common Behavioral Tasks” (Savage
& Mc Donald, 2014, p1). Their response to fellow peers and adults
changes as well as the ability to handle confusion and stress. Their ability to
manage transitions and changes in personality is also substantially altered.
These among many other behavioral changes significantly impact on how well
students behave in class or around the school.
Having been brought up in a classroom
setting with students of all calibers, I am taken back by this topic to the
days when I would share a class with students from all walks of life all
exhibiting distinct behaviors that differ from each other. As a learner while
growing up, I came to realize that I was different from my classmates in my own
way despite the code of conduct we had to abide by. Some fellow students would
showcase desirable behavior while others would portray undesirable behavior.
Some of the problem behaviors that were frequent include among others the
following (garner, 2016);
Absenteeism or coming late to school
Persistent infringement of class rules
Unwanted non-verbal noises
Verbal abuse of fellow students/pupils
Physical aggression to fellow students/pupils
Verbal abuse to teacher
What I have learned now is that all students
are not equal (something I did not know then) and that the school curriculum is
planned and implemented in such a manner that supports children’s strengths and
weaknesses as well as their interests. All children are actually individuals
from a rich diversity of beliefs, cultures, and backgrounds and have unique
abilities. However, all children have a right to be treated with dignity,
respect, and positive regard. As learners play and participate in daily
activities, they absorb powerful messages from the environment, community, and
people regarding their culture, social values and identity. “Through exploring
the attributes of their own and other people’s cultures in daily practice,
children or students come to enjoy an optimal environment for emotional,
cognitive and social growth while appreciating their common humanity” (French, 2007, p9).The school, however, tries as much
as possible to accommodate all cultures and diversities and strives to promote
a sense of equality through such things as school uniforms.
During elementary school, I discovered I
could learn better with the practical lessons since they were interesting than
theory classes. I found the whole artifact thing to be fascinating. It’s funny
I thought this was the case for everyone else in class but it wasn’t. I
discovered I could learn faster by applying things to the real world. Different
skills and abilities can be demonstrated through artifacts. The performance and
artifacts of excellent learners can manifest the following(Impacting-student
or exceptional skills, disposition and knowledge in Relationship building as
required by the stated objectives and referenced standards
or unique ability to bring about the design and implementation of sustained job-embedded
and intensive professional learning based on identified student needs as well
as teacher needs.
ability to access and conduct research and then be able to apply the findings
of the research to improve learning and teaching
understanding of the curriculum and the ability to apply this knowledge to the
assessment of standards and alignment of curriculum
ability to promote the development of the school culture that advocates for
excellence and equity in learning and teaching and concentrates on continuous
My relationship with artifacts would have
gone well, but I did not exploit my potential to the fullest. My negligence
also did not allow me to step up and rise to the occasion. So far I’ve learned
a lot that will totally change how I do things. What I would change next time
is try as much as I can to exercise ability in modeling nothing but the best
practices in pedagogy that will serve as mentorship to other educators. This is
something I have to improve and implement sooner than later as it’s the first
one on my “To Do” list. To some extent, I would say am proud of the little I
have done to impact other’s lives, but I know that am capable of reaching
greater heights. The sky is not the limit.
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