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	<title>School of Educators &#187; Behavioural Problems</title>
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	<link>http://schoolofeducators.com</link>
	<description>A perfect resource for Principals, Coordinators, Heads and Teachers</description>
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		<title>Behavior management in classes</title>
		<link>http://schoolofeducators.com/2011/07/behavior-management-in-classes/</link>
		<comments>http://schoolofeducators.com/2011/07/behavior-management-in-classes/#comments</comments>
		<pubDate>Tue, 05 Jul 2011 04:30:42 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2634</guid>
		<description><![CDATA[The current trend in education is going away from &#8220;discipline&#8221; and toward &#8220;management,&#8221; and for good reason. Discipline implies the old-style of teaching in which the teacher lectures and students listen and absorb material while being quiet and sitting in their seats and get punished if they disobey. The move toward more class discussions, hands-on learning, and inquiry-based learning means a teacher must manage the class, or facilitate learning through keeping the discussion or activity on task. A few simple steps can make a classroom easier to manage and reduce the need for punishment and &#8220;discipline.&#8221; 1. Have simple rules If a teacher has a lot of complex rules some are just not going to be enforced, reducing the respect for all the rules. Three rules are all a teacher really needs, especially in secondary school. While the specifics of the rules must be decided by the individual teacher, one rule usually should be some form of respect for the class including both other students and the teacher, while secondary school students also usually need some sort of &#8220;don&#8217;t touch each other&#8221; rule. 2. Have procedures Rules are for behavior, procedures are for business. Students should know what to do when they get to class, where to sit, how to turn in their assignments, where to write their name on their papers. If students know how to do the everyday tasks of the class, the teacher does not need to have a rule about them, just standard procedures. 3. Have ...]]></description>
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		<title>If rules are broken needs to take swift and fair action</title>
		<link>http://schoolofeducators.com/2011/06/if-rules-are-broken-needs-to-take-swift-and-fair-action/</link>
		<comments>http://schoolofeducators.com/2011/06/if-rules-are-broken-needs-to-take-swift-and-fair-action/#comments</comments>
		<pubDate>Mon, 13 Jun 2011 05:17:45 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Administration]]></category>
		<category><![CDATA[Articles]]></category>
		<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[general]]></category>
		<category><![CDATA[Parents]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2587</guid>
		<description><![CDATA[Sammy Stein A good teacher, just like a bad teacher, will be remembered for the rest of a student&#8217;s life but what is it that makes a good teacher? The first thing a good teacher needs to do is set clear guidelines. Students should know how far they can go, where the lines are drawn and the rules they are expected to follow. These should be attainable, common sense and clear. If you expect good behavior as the norm, nine times out of ten you will get it but students need to know exactly what is acceptable and what is not. If rules are broken the teacher needs to take swift and fair action because if things are allowed to slide, mayhem can ensue.Respect is another characteristic of a good teacher. Respect should be gained through fairness and also given to students in return. This means listening to them, making sure each student feels valued and a vital part of the group and allowing them to develop their talents.Observation skills are good characteristics to have. If there is discord within the class a teacher will be able to observe and see where the trouble is coming from. It could be that a student needs to be challenged more, moved out of their comfort zone or included more and a good teacher will use strengths within the group to allow this to happen. This can mean speaking to individual students, assessing action to be taken and then implementing changes fairly and ...]]></description>
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		<item>
		<title>Top three student behavior challenges in the classroom</title>
		<link>http://schoolofeducators.com/2011/05/top-three-student-behavior-challenges-in-the-classroom/</link>
		<comments>http://schoolofeducators.com/2011/05/top-three-student-behavior-challenges-in-the-classroom/#comments</comments>
		<pubDate>Mon, 23 May 2011 04:39:32 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[teaching and learning]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2533</guid>
		<description><![CDATA[Disinterested students? Distracted students? Defiant students? It&#8217;s tough teaching in a classroom where a combination of these students can create a less than conducive learning environment. It&#8217;s important therefore to be aware that it is possible to address all of these behaviour problems by careful planning and attentiveness to the dynamics of the classroom. One of the most important steps to take when beginning with the class each year is to lay down the ground rules of behaviour. While many of us may think it&#8217;s just common sense that a child shouldn&#8217;t talk if the teacher is trying to teach, or that a child should not challenge a teacher or rest his head on the table as and when he feels like it, students do need to have these rules of expected behaviour established. Often, some students want to test the boundaries. And often, they respect the rules when it is re-established each year by a new teacher. The reality is that many teachers do not actively acknowledge expected rules of behaviour and students get away with stretching them. In the case of extreme behaviour such as physically violent behaviour or wilful disobedience in the classroom, the teacher must always strive to identify the reason for the behaviour. It is always helpful to know your students. Some students may not normally display such behaviour. It helps when a teacher knows that a personal problem such as a clash with another student or a family situation has led to the erroneous ...]]></description>
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		<item>
		<title>Emotional disturbance into consideration</title>
		<link>http://schoolofeducators.com/2011/05/emotional-disturbance-into-consideration/</link>
		<comments>http://schoolofeducators.com/2011/05/emotional-disturbance-into-consideration/#comments</comments>
		<pubDate>Mon, 23 May 2011 04:37:39 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Articles]]></category>
		<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2531</guid>
		<description><![CDATA[Teens and younger children may suffer from emotional disturbance at some point during their school days. Parents arguing or divorcing, relatives ill health, and problems at home can leave students upset, angry and confused. Having to cope with emotional problems at school can make learning difficult and lead to behavioural problems. Taking a child&#8217;s emotional state into consideration in the classroom can help them to heal, and give them better opportunities to learn, despite difficult times. Some children may let you know they&#8217;re emotionally under the weather. At other times you may hear rumours from other students, be informed by parents, or notice a change in the child&#8217;s behaviour. A child who alters their behaviour in the classroom may be showing signs of going through personal trauma or difficulties. A teachers job, is of course, to help students learn. One way to do so is to make sure, to the best of your ability, that the student is as receptive to receiving and understanding knowledge as they can be. Emotional disturbance can prevent a child from being able to concentrate in the classroom, and may also make them tearful, argumentative or disruptive. While you can&#8217;t solve all of a disturbed child&#8217;s problems, even if you want to, you can make their learning experience easier by being thoughtful and understanding. A child who&#8217;s having difficulties won&#8217;t want their problems pointed out, so treating them especially differently from other students won&#8217;t be helpful. However, making an effort to include them when they ...]]></description>
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		</item>
		<item>
		<title>Psycho-Educational Model for Managing Disruptive Classroom Behavior</title>
		<link>http://schoolofeducators.com/2011/05/psycho-educational-model-for-managing-disruptive-classroom-behavior/</link>
		<comments>http://schoolofeducators.com/2011/05/psycho-educational-model-for-managing-disruptive-classroom-behavior/#comments</comments>
		<pubDate>Tue, 03 May 2011 07:46:36 +0000</pubDate>
		<dc:creator>dpspanwar</dc:creator>
				<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Classroom Management]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2445</guid>
		<description><![CDATA[The solution-focused model shows teachers how approaching disruptive classroom behavior differently can improve both students’ behaviors and the overall classroom atmosphere. This psycho-educational model looks at the habitually disruptive student’s competencies or strengths for solutions, avoiding focusing on the child’s behavior deficits, and letting the child’s competencies guide the teacher in finding solutions. According to Metcalf (1999), when teachers focus on children’s strengths, we change the context from failure (problem- focused) to hopefulness (solution-focused).The main solution-focused technique is to observe the times when the habitually disruptive child exhibited competency of some sort; that is, identifying when in the past the child responded effectively in the classroom, and then to relay those times to the child in a caring and curious way. Simply put, we look forward for what is working with this particular child, and we make the child aware of it. In the solution-focused model, we know this technique as exceptions, or the times when the child is not engaged in negative behavior and the problem is not happening. For example, for a student who has difficulty staying on task, we look for those times when the child completed tasks successfully; for a child who exhibits recurrent tantrum episodes, we identify those occasions in which she was tantrum free. According to Metcalf, noticing those exceptions gives the teacher clues to use as they (exceptions) help teachers develop a different context that is more successful for the child. When teachers examine those exceptions, says Metcalf, we can identify the strategies ...]]></description>
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		</item>
		<item>
		<title>ADHD Diagnosis</title>
		<link>http://schoolofeducators.com/2010/09/adhd-diagnosis/</link>
		<comments>http://schoolofeducators.com/2010/09/adhd-diagnosis/#comments</comments>
		<pubDate>Tue, 28 Sep 2010 07:12:24 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[ADHD Diagnosis]]></category>
		<category><![CDATA[adhd in children]]></category>
		<category><![CDATA[alternative treatment]]></category>
		<category><![CDATA[Behavior Modification]]></category>
		<category><![CDATA[brain development]]></category>
		<category><![CDATA[Brain Training]]></category>
		<category><![CDATA[concentration]]></category>
		<category><![CDATA[Disorders that Sometimes Accompany ADHD]]></category>
		<category><![CDATA[food additives]]></category>
		<category><![CDATA[girls adhd]]></category>
		<category><![CDATA[homework]]></category>
		<category><![CDATA[IDEA imaging]]></category>
		<category><![CDATA[iron Medication]]></category>
		<category><![CDATA[Parenting]]></category>
		<category><![CDATA[positive reinforcement]]></category>
		<category><![CDATA[school children]]></category>
		<category><![CDATA[summer activities]]></category>
		<category><![CDATA[Treatment]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2316</guid>
		<description><![CDATA[Some parents see signs of inattention, hyperactivity, and impulsivity in their toddler long before the child enters school. The child may lose interest in playing a game or watching a TV show, or may run around completely out of control. But because children mature at different rates and are very different in personality, temperament, and energy levels, it’s useful to get an expert’s opinion of whether the behavior is appropriate for the child’s age. Parents can ask their child’s pediatrician, or a child psychologist or psychiatrist, to assess whether their toddler has an attention deficit hyperactivity disorder or is, more likely at this age, just immature or unusually exuberant. ADHD may be suspected by a parent or caretaker or may go unnoticed until the child runs into problems at school. Given that ADHD tends to affect functioning most strongly in school, sometimes the teacher is the first to recognize that a child is hyperactive or inattentive and may point it out to the parents and/or consult with the school psychologist. Because teachers work with many children, they come to know how “average” children behave in learning situations that require attention and self-control. However, teachers sometimes fail to notice the needs of children who may be more inattentive and passive yet who are quiet and cooperative, such as those with the predominantly inattentive form of ADHD. Ideally, the diagnosis should be made by a professional in your area with training in ADHD or in the diagnosis of mental disorders. Child psychiatrists ...]]></description>
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		<title>Suggested Classroom Interventions For Children With ADD &amp; Learning Disabilities</title>
		<link>http://schoolofeducators.com/2010/09/suggested-classroom-interventions-for-children-with-add-learning-disabilities/</link>
		<comments>http://schoolofeducators.com/2010/09/suggested-classroom-interventions-for-children-with-add-learning-disabilities/#comments</comments>
		<pubDate>Sat, 18 Sep 2010 06:59:43 +0000</pubDate>
		<dc:creator>Vishal Jain</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[add]]></category>
		<category><![CDATA[Ideas for Attention Deficit Children]]></category>
		<category><![CDATA[Learning Disabilities]]></category>
		<category><![CDATA[Strategies for Cognitively Impulsive Children]]></category>
		<category><![CDATA[Suggested Classroom Accommodations for Specific Behaviors]]></category>
		<category><![CDATA[Suggested Classroom Interventions For Children With ADD]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2314</guid>
		<description><![CDATA[Children with attention deficit disorder and/or learning disabilities can be a challenge for any classroom teacher. This page provides some practical suggestions that can be used in the regular classroom as well as the special education classroom. By looking through a given list of interventions, a teacher will be able to select one or more strategies that are suited to a specific child in a specific environment. Ideas for Attention Deficit Children Children whose attention seems to wander or who never seem to &#8220;be with&#8221; the rest of the class might be helped by the following suggestions: Pause and create suspense by looking around before asking questions. Randomly pick reciters so the children cannot time their attention. Signal that someone is going to have to answer a question about what is being said. Use the child’s name in a question or in the material being covered. Ask a simple question (not even related to the topic at hand) to a child whose attention is beginning to wander. Develop a private running joke between you and the child that can be invoked to re-involve you with the child. Stand close to an inattentive child and touch him or her on the shoulder as you are teaching. Walk around the classroom as the lesson is progressing and tap the place in the child’s book that is currently being read or discussed. Decrease the length of assignments or lessons. Alternate physical and mental activities. Increase the novelty of lessons by using films, tapes, ...]]></description>
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		<item>
		<title>Volume 3 Month 5 Day 17- Anger Mangement by Teachers</title>
		<link>http://schoolofeducators.com/2010/05/volume-4-month-5-day-17-anger-mangement-by-teachers/</link>
		<comments>http://schoolofeducators.com/2010/05/volume-4-month-5-day-17-anger-mangement-by-teachers/#comments</comments>
		<pubDate>Mon, 17 May 2010 04:00:57 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Teachers]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2167</guid>
		<description><![CDATA[One of the world&#8217;s great mysteries must be how a child, so new to the world and uneducated in matters of human relationships, can so effectively get under the skin of a perfectly rational adult. Adults who spend much of their time dealing with children, namely teachers, should be immune to such &#8220;childish&#8221; matters, or so you would think. After all, the long road teachers travel to earn their credentials is full of mandatory child psychology classes taught by experts in the field. The problem is that most of these experts spend their days teaching rational adults and not be assaulted by dozens of attacking third graders. Remaining in Control Everyone gets stressed at times. Maybe it is something at home, the workload or a mix of several factors. This is completely normal and teachers rarely take it out on their students. However, occasionally, a child seems more like some evil genius who knows exactly what buttons to push and what levers to pull to put the nearest adult into a blind rage. This is where anger management techniques kick in. It is at this point where one is in danger of losing control and doing something they will regret. Though you cannot completely control the actions of the offending kid, you can remain in complete control of yourself and win the battle. Counting to Ten                                               Everyone has heard of the counting to ten technique, though most people usually do not employ it. That is the problem with acute anger. ...]]></description>
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		<item>
		<title>Volume 3 Month 3 Day 16 Developing Concentration Skill in Students</title>
		<link>http://schoolofeducators.com/2010/03/volume-3-month-3-day-16-developing-concentration-skill-in-students/</link>
		<comments>http://schoolofeducators.com/2010/03/volume-3-month-3-day-16-developing-concentration-skill-in-students/#comments</comments>
		<pubDate>Tue, 16 Mar 2010 04:00:20 +0000</pubDate>
		<dc:creator>Deepshikha Singh</dc:creator>
				<category><![CDATA[ADHD]]></category>
		<category><![CDATA[Behavioural Problems]]></category>
		<category><![CDATA[Learning barriers]]></category>
		<category><![CDATA[Students]]></category>
		<category><![CDATA[concentration in school students]]></category>

		<guid isPermaLink="false">http://schoolofeducators.com/?p=2048</guid>
		<description><![CDATA[  Concentration is a very important skill for a child, because it provides an ability to focus, drive away distractions and help control momentary impulses that act as obstacles for normal attention and focusing. A child’s ability to concentrate depends on several issues like his or her commitment, enthusiasm for the task, skill at doing the task, his or her emotional and physical state and surrounding environment. However, it is also heartening to note that children do concentrate. Nevertheless, it is always short lived. Low concentration levels are a common problem amongst school going children these days. More and more children are suffering attention disorder, where they find it difficult to focus on a single thing, for too long a time. This creates a problem, especially when a child is expected to focus and further to reflect on their learning. Poor concentration skills make them loose their interest in reflecting on a particular thing. If the children will suffer from poor concentration problem, they would find it very difficult to critically analyze the things and thus, it will hamper their creativity. Children are not born with a high degree of concentration skill. In fact, it is the duty of an effective teacher to teach his or her student the invaluable benefits of developing concentration. In fact, this could be a very tricky and difficult task for any teacher. However, developing and improving the concentration of a child is not an impossible task. With the right type of skills and knowledge, ...]]></description>
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