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More Ideas for Addressing Challenging Behavior
November 12, 2019
He who can no longer pause to wonder and stand rapt in awe, is as good as dead; his eyes are closed.
-Albert Einstein
-Albert Einstein
In a survey conducted by Exchange magazine, one of the topics people expressed high interest in was addressing children’s challenging behaviors. Exchange Press has created many resources to try to meet this need. One popular resource is the Out of the Box Training Kit called Building Spaces, Finding Words - Creating the Context for Positive Discipline. This kit is based on an article by Mary Gersten, called (of all things!) “Addressing Children’s Challenging Behaviors.” Gersten writes about the importance of “teaching with respect.” She explains: “Developmentally appropriate practice influences all of our work…however, it is often forgotten when it comes to guidance and discipline. How many times do we hear adults say, ‘You know better than that!’ If children knew better, they would do better. The most effective means for managing a classroom is by having realistic expectations for a child based on his or her age and level of development. Our requests will then be connected to what they are capable of doing (not just what we want them to do).”
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Comments (2)
Displaying All 2 Commentsseattle, wa, United States
I've been working in early childhood education for 40 years now and it never ceases to amaze me how flummoxed people are by children's behavior. Makes me wonder if we are looking at this question the wrong way. Instead of looking at kids' behavior (which we absolutely need to address/respond to/be proactive about), what we really need to address is the circumstances which are a set up for 'poor' behavior. Why does the spotlight always shine on the kids? When it's really over crowded classrooms, under trained/supported teachers, too small of classrooms, under resourced programs, etc etc?
It's a bit like 'civil rights' issues-it ought not be that one group has to vie against the other for resources ( a piece of the pie), it's that the whole framework is incorrectly structured-there's not enough pie (when in reality there is plenty of pie, it's just that meager crumbs are doled out to us while the powers that be keep the lion's share).
I'm just saying, I miss the rage and activism of the '80's when
Worthy Work, Worthy Wages started to assert demands for a reform of the whole system. Instead of 'blaming' the kids. We would all be able to do our jobs better if the job sites and structure were more appropriate. The field needs to be (developmentally) appropriate not just our practice or how we respond to kids' needs/behaviors.
Growing Wonder
Minneapolis, MN, United States
I love the opening quote from Einstein where the words wonder and awe are mentioned and I appreciate the intent of looking at discipline through positive inquiry. What I don't understand is why it needs to be called discipline which is defined as correction, punishment, chastisement. The word discipline implies negativity therefore positive discipline is a conflicting term. Why not see behavior as learning? Children who are having difficulty following expectations are often those whose needs are not being met and therefore learning about behavior is not happening for them. We, as educators need to ask ourselves, "what can we do differently to bring wonder and awe (and I would like to throw in the word joy as well) to each child?" When children are engaged in wonder, awe, and joy they are not acting out. I invite you to think about ways to look at a child's spiritual development as a means for achieving positive behavior.
Deb
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