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Secret to Managing Classroom Behaviour – Kids Must See All Adults As Equals!
A conversation reminded me of an essential aspect of behavior management in the classroom.
A lady and I had a conversation in town. She worked in primary schools, then as an assessment officer making decisions about support for children in schools, she is now in a large secondary school which has gone through a difficult period, but is now becoming much more efficient and forward-looking.
We hadn’t met in ages so we stopped to chat. When I was asked how things were going in my work, I stopped thinking and realized that currently there was a feeling of disillusionment with the education system…
Why this? Sure, kids aren’t the problem… They’re supposed to be out of control, violent, and confrontational… But when their behavior is handled well, it’s not like that! I hear you say that in a unit, in small groups, it’s different. But trust me, ten potentially out of control kids could cause chaos, but they don’t. They are doing well because they are well managed, even though not all of their schools have managed to manage them with one-to-one or even 2-to-1 support!
“What’s the problem, then?” ” she asked…
Well, these are the adults! But it’s not their fault that they don’t do things right because they don’t receive training that teaches them how to effectively manage children’s behavior. Then there’s the vast amount of money wasted on supporting children in the classroom, but even with that money the adults still can’t handle the behavior and it all goes wrong!
The same old problem recurs over and over again. A child has behavioral problems, they are not dealt with effectively and the child realizes that he can misbehave without consequences and without a deterrent effect. They see no action taken by the adults to stop their behavior. Then it’s a downward spiral of misery for everyone involved – disastrous!
She accepted wholeheartedly.
There is also the problem that in the classroom, the adult assigned to a classroom support child usually does not have the knowledge or authority to deal with behavioral issues. Additionally, a number of teachers apparently feel their authority is being undermined if a class assistant brings up problematic behavior in class.
If you think about it, it just doesn’t make sense!
If the teacher involved was able to deal with the behavior issues in the first place, the situation would not have escalated to the point where a support worker was needed. In order to help with the behavior problem, they have the support worker to offer help, but the teacher feels undermined!
So, what is one of the essential secrets to classroom behavior management?
This is how adults are perceived by children – whom they see as having authority. Who should they pay attention to?
Many visitors come to the unit classes. They come to observe the proper management of behavior, the management of situations and especially the prevention of behavioral problems… It is better to prevent a crisis than to manage it! They ask questions – it is important that they know why things are done in a particular way.
Many visitors marvel at the interactions between the adults in the classrooms. It is not immediately obvious who is a teacher and who is a teaching assistant and that is how it should be. It doesn’t matter who manages the behavior in the classrooms. Anyone who sees a potential problem should take care of it. No one should feel undermined by what is happening.
Confident and competent teaching assistants should be able to handle children’s behavior as well as any teacher. In the unit, support is rarely needed for behavioral issues but for learning. The vast majority of children are grossly underschooled and overly dependent on adults. They manipulated former adults into practically thinking for them! It’s so damaging – they should be using their own brains, not adults!
In workshops or lectures, the audience is always told that what they are about to learn has very little to do with being a teacher, teaching assistant or principal, but everything to do to be an adult. Children must learn to respect the authority of adults, regardless of their professional status. Adults must learn to behave in a way that demands such respect.
Teachers need to accept this fact so that the people they work with to manage behavior can be effective. Otherwise, they will continue to make little or no progress in improving standards of behavior. Teachers and support assistants should work closely together and support each other to improve children’s behavior and achievement levels.
If classroom assistants aren’t allowed to address behavioral issues in classrooms without teachers complaining that they’re being undermined, there’s no point in them being there. If children realize (and they will very quickly!) that adults won’t address behavioral issues, then the norm is set – and will be far lower than you would like it to be!
If the kids know you saw them behaving badly and you didn’t do anything about it, you’re on a downward slope. You are actually telling children that bad behavior will not be dealt with and that is very bad news! It is harmful for children and adults! Potential behavior problems cannot be ignored by anyone, nor can you afford to hesitate when trying to deal with bad behavior. You need to know what you are doing and be consistent in your approach.
The advantage is that teachers and classroom assistants can learn effective behavior management strategies and use them quite easily as a team in the classroom. It’s really not difficult. A few basic notions, used systematically and you’re done!
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