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Behavioral issues are inevitable in children that are at the formative stage of their development. Addressing these problems and providing students with the model of behavior that is deemed acceptable, therefore, should be sought as an important pedagogic goal. By combining several approaches aimed at motivating learners, appealing to their emotional needs, and building the dialogue with their families, an educator will assist the target audience in shaping their behaviors toward more academic ones.
As an educator, one should bear in mind that the types of negative behaviors in the academic setting may range from communication concerns to the inability to control one’s emotions. Therefore, a teacher should consider adopting an amalgam of the available approaches to manage different scenarios successfully (Chaput et al. 269). While each situation requires a unique strategy for managing misbehaving, a homogenous framework for controlling students and creating a role model that will represent proper behaviors is essential.
The use of a creative curriculum will, in turn, open another set of possibilities for increasing the levels of students’ motivation and involvement by providing them, with a creative outlet. The suggested change will also be very helpful in the scenarios in which problematic behaviors are caused by the presence of unresolved psychological or communicational issues, such as the presence of a significant emotional strain. By providing learners with an opportunity to express themselves freely, a teacher will gain an insight into the source of their behavioral issues (Bredekamp 328). Consequently, tools for managing the change in learners’ attitudes can be located.
Moreover, the creation of emotional openness will also prompt a direct conversation with students’ parents and family members. Through the dialogue between a teacher and a learner, one will be able to design the teaching framework that will meet target learners’ needs to the best extent possible, giving a teacher a chance to implement a learner-centered approach. Thus, a teacher will exert positive guidance in the classroom setting, shaping students’ behaviors and attitudes to assist them in developing a healthy approach toward studying.
Another strategy that needs to be integrated into the environment that involves dealing with problematic behavior among students is the project approach toward managing classroom activities. With the project framework as the basis for class activities, a teacher will be able to introduce students to the notion of orderliness and the idea of splitting a task into stages as the method of attaining established objectives (Bredekamp 327).
The proposed strategy will help an educator to deal with the issues associated with the promotion of orderliness and the management of the [problems linked to students creating a mess in the classroom (Wien 47). The opportunity for increasing the amount of agency with which students are provided during classes is another advantage of the project approach. With the necessity to assume the position of a leader or a team member, a learner will acquire the sense of responsibility that will contribute to shaping their behavior toward a more task-oriented one, thus introducing the principles of independence and even encouraging self-directed learning.
In addition, alterations have to be introduced to the existing curriculum. While the reasons for a child’s tendency to misbehave can be rooted in personal issues, the problems with the structure of the established curriculum may also be one of the contributing factors. Therefore, revisiting the framework for arranging class activities and tasks, as well as integrating research and lectures, is critical for altering the behaviors of students and the choices that they make in the described setting.
The use of the integrated curriculum approach as the foundation for creating a comfortable learning environment for students should be deemed as a necessity. The incorporation of the integrated curriculum sets premises for attaining several learning goals simultaneously. In addition, the application of the described approach will entail a better understanding of learning continuity among students.
For example, learners will be able to draw connections between different aspects of a particular subject and even connect different disciplines, thus creating a system of knowledge. The changes listed above are likely to increase the levels of engagement in students, thus causing a radical change in their learning behaviors. Students are expected to develop the skills that are needed for the effective acquisition of learning skills and knowledge. Furthermore, options for their training and further academic progress will emerge.
By incorporating several strategies aimed at guiding a child toward a behavioral change, an educator can prompt a positive shift in the attitudes and behaviors of a student. Therefore, it is important for an educator to introduce an amalgam of approaches toward shaping a child’s communication patterns and values in the academic setting. It is crucial to consider providing students that have behavioral issues with a role model for them to view as an example, at the same time setting boundaries for them and addressing their emotional needs.
Establishing a connection with the students’ parents would be another step of managing the problem under analysis. With the combined support of their educators and family members, students will develop the skills for successful learning and socialization in the classroom environment, thus changing their behaviors toward more positive ones.
Bredekamp, Sue. Effective Practices in Early Childhood Education. Building a Foundation. 2nd ed., Pearson, 2016.
Chaput, Jean-Philippe, et al. “Systematic Review of the Relationships Between Sleep Duration and Health Indicators in School-Aged Children and Youth.” Applied Physiology, Nutrition, and Metabolism, vol. 41, no. 6, 2016, pp. 266-282.
Wien, Carol Anne. Emergent Curriculum in the Primary Classroom: Interpreting the Reggio Emilia Approach in Schools. Teachers College Press, 2015.