Children's Social Behavior And Education - Essay Example

Children's Social Behavior And Education Introduction What is the ‘proper behavior’ for a child of a given age is a question for which there is no black and white answer. Grey areas abound in the discussions regarding behavior problems of children. Ayers, Clarke and Murry have observed that, “what constitutes a behavioral problem can vary according to differing perceptions depending on social contexts, moral codes, cultural norms and historical periods” (2000, pp.8 of preface). It is based on these parameters that this given case study of Samuel has to be analyzed. To a common man’s eye, Samuel’s behavior might seem to be slightly deviant from normal. It is natural that children have a tendency to revolt against social restrictions imposed on them. They usually have a tendency to only reluctantly submit to social conditioning that happens to them in early years. But in Samuel’s case, his behavior shows an upward trend towards socially unacceptable behavior which has reached a stage in which he might even loose his opportunity for education. It is in this context that Samuel’s behavior should be analyzed and remedies sought. Issues and Contexts The expectations that others keep regarding a child’s behavior is one factor affecting the behavior itself. There is also the danger of labeling Samuel as a “bad boy”, which might aggravate his situation (Mah 2007, pp.13). It seems that the English teacher of Samuel has already labeled him as a bad boy, which is evident from their mutual hatred. But this kind of labeling can have a seriously negative impact (Mah 2007). Labelling is also related to the language that is being used to describe a child who has some kind of behavioral problem (Lee 2010). Lee has opined that “the language used to describe behavior […] can cause problems in schools” (2010, pp.5). Porter has observed, “issue with language is that terms such as ‘misbehavior’ or ‘inappropriate behavior’ do not specify to whom those acts are ‘inappropriate’ (2006, pp.4). Porter has also noted an important point when he said this kind of judgment of the child “imply that teacher’s judgment on this issue is sacrosanct” (2006, pp.4). It is also noted, “the implication is that, when there is a disruption in a classroom, the offending students are to blame-there is something wrong with them” (Porter 2006, pp.4). Factors like, family, early years setting, living atmosphere and social attitudes and value systems have been found to affect children’s behavior in a given context (Papatheodorou 2005). Home and school are considered as the “first and second communities” for children (Mah 2007, pp.10). The values being assimilated by a child at home might be different from that he or she finds at school. This is why it is said, “teachers […] face the challenge of integrating the diverse backgrounds and discipline of anywhere from four to thirty or more children in their classrooms, all the while attempting to accomplish the agenda of teaching various academics” (Mah 2007, pp.11). In this backdrop it is easy to see that there will be family expectations and school expectations upon a child, which in the case of Samuel, might be quite different because of the history of violence and inappropriate behavior on part of adults in his family. The perception of adults is a matter of serious concern when it comes to assessing the behavior of children (Mah 2007). If the parents of Samuel view him as a child with behavioral disorder and express this opinion before him, that approach will have a very negative impact on his behavior. This is termed as negative reinforcement by behavioral experts (Aylward 2003). Who can intervene? The teachers can play a great role in assisting children like Samuel. Mah has suggested that teachers should become “teaching artists” where a teacher has to view her students as her “greatest artist compositions” (2007, pp.150). Punishing children, as happened in Samuel’s case, must be considered as the last resort only and teachers of Samuel have to be taught to handle the case of this child in a more creative way. The teachers, parents and community members can be included in the correctional plan for Samuel. By including all these persons, a comprehensive and creative action will take place which will synchronize with each other. Behavioral experts are another group whose help can be sought. As they are professionally aware of Samuel’s problems, and their solutions, they will of course be better equipped to help him. Strategies/Intervention A creative role in class room Papatheodorou has discussed the effectiveness of a combined approach including “ expressive arts and play […] in the light of the psycho-educational approach” in correcting behavioral problems in children which can be adopted in this case as well (2005). A whole class room approach is needed in this context. Especially, as Samuel is very much interested in theatre, he can be motivated to participate in dramas. Such activities will give vent to his frustrations and will relax him. These creative exercises will enhance the bonding and friendship between children and will help them understand each other better. It has to be found out whether Samuel is considered to have problems with his behavior by his family as well or whether he is considered as an aberrant child only in the school. The class room adaptation strategy has to be formulated accordingly. Promoting a sense of belonging in the school, ensuring engagement and involvement in classroom activities, helping to act in an acceptable way in challenging situations, and helping to progress from marginalisation to inclusion have been described by Roffey as steps which can be initiated by teacher to rectify the behavioral problem of the student in this particular intervention model (2010). Positive reinforcement Penny Mukherji has suggested the use of intrinsic reinforcement so that children get used to less direct rewards rather than immediate and direct rewards (2001). As samuel has a classroom history of excelling in in Maths and IT, he can be rewarded with small prizes or appreciation for his good performance in these subjects. Giving him the responsibility of helping other students who are poor performers in Mathematics and IT will raise his self esteem, impart him a sense of responsibility, and raise his stature in the eyes of other children. Individual and group counselling Educating the teachers as well as the parents and community members who often interact with the boy, on how to behave with this child without discrimination and punishment and with positive reinforcement is a necessity in this case (Aylward 2003, pp.58). Effective counselling by experts in the field of behavioral therapy will help Samuel develop his cognitive abilities regarding his community environment and thereby adapt through "assimilation and accommodation" (Aylwards 2003, pp.47). Behavioral theorists consider imparting emotional literacy to the boy and the parents of the boy, through counseling, as a good intervention strategy (Papatheodorou 2005). This might successfully work in this case. One parent of Samuel has a history of imprisonment and one of his siblings has also been in jail for unlawful behavior. All these show that the whole family is in need of professional help in the field of psychology. Particularly, the mother of the child could make a difference in the life of her boy, if given proper guidance and counseling. But first it has to be found out whether the family members have already become adaptive or resigned to the behavior of the child, which often happens in this kind of situations (Mah 2007). In such a situation, the intervention for emotional literacy might need a great lot of work. Individual counseling of each family member and the boy, and group counseling for the family will have to be done in an extensive way. Professional help can also be utilized in teacher training programs on handling children without punishment, labeling and discrimination. Even, group counseling sessions for teachers are advisable. Changing community atmosphere Ayers, Clarke and Murry have listed out certain sub-strategies suitable for this intervention. They have said: Interventions are based on addressing student-environment interactions. The physical and social environment needs to be changed or modified at different levels through e.g. home-school liaison, implementing effective whole-school behavior policies, improving class room management and reorganization of the pastoral and learning systems (Ayers, Clarke and Murry 2000, pp.19 of the preface). The formulation of the behavioral problem, in this approach has to be comprising of observing and understanding the environment and contexts in which such problems occur (Ayers, Clarke and Murry 2000, pp.18 of preface). In this intervention, the community atmosphere both at school and home have to be changed. Formulating whole-school behavior policies which are encouraging and flexible for children will help to change the community ambience at school. Home-school liaison has to be put as a priority theme and one teacher has to be assigned with the responsibility of conducting regular home and local community visits for children. In this way, Samuel has to be presented as a promising child before his local community and he has to be encouraged to take an active role in organzing student groups' visits to his locality. Anchoring theories Aylward has discussed the major behavioral theories and described the arguments put forth by them in great detail (2003). Three major theories in this area are, psycho-educational theory, psychodynamic theory, and cognitive theory (Papatheodorou, 2005; Aylward, 2003). There is also a fourth theory which is relevant to the given situation, the ecological theory (Ayers, Clerke and Murry 2000, pp.18 of preface). Psycho-educational theory suggests that, "behavioral change is primarily a teaching and learning process [and that], to be effective and long-term, behavior change strategies must include cognitive (thinking), affective (feelings), and behavioral aspects" (Squidoo, 2011). The first intervention strategy discussed above is linked to this theory. As this theory suggests, a creative classroom atmosphere can be brought about by understanding that, "the teacher-student relationship is the glue that binds the behavior change interventions to successful outcomes [and that] ... teachers' interactions with students are our most powerful behavior management tool" (squidoo, 2011). The second intervention strategy adopted for this case study, namely, positive reinforcement is linked to the psycho-dynamic theory. Psychodynamic theory formulated by Sigmund Freud and developed by Klein says that human behavior is influenced by “a continuous drive to gratify basic needs that arise from infancy through adolescence” (Aylward 2003, pp.45). This theory gives prominence to child hood and infancy level experiences in shaping behavior (Aylward 2003, pp.45). In Samuel’s case, this theory can have an application in gratifying his needs for recognition and self esteem by giving him positive reinforcement. The third intervention, namely, counselling can be seen as based on cognitive theory, which says that, “child is intrinsically motivated to make sense out of the environment and in so doing, actively experiences and interacts with the environment” (Aylward 2003, pp.47). From this theoretical premise, it follows that, “the child’s understanding of the environment and cognitive development are directly related to how he or she experiences the environment” (Aylward 2003, pp.47). In Samuel’s case, this theory can be applied so as to carry out processes like, “data collection, i.e. interviews, questionnaires, surveys, observations on the grouping of students, seating arrangements, student perception and teacher expectation, classroom and pastoral organization” through counselling (Ayers, Clarke and Murry 2000, pp.18 of preface). The fourth strategy, namely, changing community atmosphere is a strategy directly linked to the ecological behavioral theory. This needs to be applied in terms of educating the teachers as well as the parents and community members who often interact with the boy, on how to behave with this child without discrimination and punishment and with positive reinforcement (Aylward 2003, pp.58). This is how changes are brought about in the community atmosphere. All these four interventions implemented together in an effective way could create self esteem and responsible behavior in this brilliant yet slightly deviant child and ensure him a bright future. References Ayers, H.; Clarke, D. and Murry, A. (2000) Perspectives on Behaviour- A Practical Guide to Effective Interventions for Teachers, 2nd edition, London: David Fulton Publishers Aylward, G.P. (2003) Practitioner's Guide to Behavioral Problems in Children, Berlin: Springer. Mukherji, P. (2001) Understanding Children’s Challenging Behaviour, Cheltenham: Nelson Thornes Ltd. Papatheodorou, T. (2005) Behaviour Problems in the Early Years- A guide for Understanding and Support, Oxon: Routledge Falmer Lee, C. (2010) The complete guide to behaviour, London: Sage Mah, R. (2007) Difficult Behaviour in Early Childhood. Positive Discipline for PreK-3 Classrooms and Beyond, Thousand Oaks: Corwin Press Porter, L (2006) Behaviour in schools, Buckingham: Open University Press Squidoo, (2011) "Psycho-Educational Principles Therapeutic Teachers Use to Reduce Habitually Disruptive Behaviors in the Classroom", Squidoo [online] available at http://www.squidoo.com/psycho-educational-principles-for-disruptive-behaviors Roffey, S. (2010) Changing behaviour in schools, London: Sage Read More