فى المدرس دورالمشاكل اكتشاف

طرق و الفصل داخلالتدخل

البكرى. شويكار د النفسية االمراض مدرس

بنها طب

Kindergarten can be an exciting time for youand your child because it sets the stage for hisentire school career. You will look on in wonder as he grows into a more capable, confident, and enthusiastic learner.

But sending your child off to kindergarten canbe rough. As the day approaches, you will probably experience a mix of feelings rangingfrom relief to fear. Your anxiety will be rooted in some specific questions that nag you.

Early Intervention is the Key!

Your role as teachers is an essential part to the success of our students.

A proactive approach by teaching staff will facilitate early identification of student issues and referral to appropriate support services.

Role of Teachers

Staff are ‘gatekeepers’ – prevent crisis situations by referring students to appropriate professionals

Listen, help and refer NOT expected to identify or diagnose

students, can’t be doctors or counsellors

Boundaries are important and necessary

If in doubt, refer

Be fair, but firm. Be consistent with praise and punishment. Do not be seen to have favourites, every teacher does have preferred pupils, the best teachers aim to treat all equally. Draw a clear line over what constitutes acceptable and unacceptable behaviour and stick to it. children cannot cope with inconsistency; they crave the stability of routine.Children love to be given fixed rules, they do not really seem to like excessive freedom. how would you feel to be punished for an act that you did not realize was wrong. don't expect them to read your mind over what you want them to do. Be organized. Pupils want to feel that they are getting a "good deal";

More Hints

Reinforce the child when they are showing good behaviour

Avoid disciplinary action which has not worked in the past

Have clearly set out limits and rules about behaviour

Use humour rather than sarcasm and threats

Always reassure the child that it is their behaviour that is unacceptable not them as a person.

Characteristics Primarily by behavior that falls significantly

beyond the norms of their cultural and age group on two dimensions. Called externalizing and internalizing.

Externalizing – antisocial behaviors may include: lying, stealing, fighting, yelling, ignoring authority, destroying property, temper tantrums, noncompliance

Internalizing – too little interaction with others which limits their opportunities to be successful

The Top 20 Behavioural Problems

Answering back Cheekiness Car misbehaviour Defiance Lying Bedtime

misbehaviour Shop misbehaviour Bullying Homework problems Biting

Cruelty Delinquent behaviour Mealtime

misbehaviour Refusing to accept NO Seat belt refusal Screaming Tantrums Insulting the teacher Swearing Running away when

called

Behavior: Shyness or Silence -- lack of participation Behavior:

POSSIBLE RESPONSES: o Change teaching strategies from

group discussion to individual written exercises or a videotape

o Give strong positive reinforcement for any contribution.

o Involve by directly asking him/her a question.

o Make eye contact. o Appoint to be small group leader.

How do children learn social skills?

• Children learn how to act pro-socially inmuch the same way that they learn howto act anti-socially.• They learn through:– modeling– practice– reinforcement

Attention Seeking Behavior

Attention-seeking students prefer being punished, admonished, or criticized to being ignored

Give attention to this student when he or she is on-task and cooperating

“Catch them being good!” – and let them know you caught them

Behavior: Side Conversations -may be related to subject or

personal. Distracts group members and

you. POSSIBLE RESPONSES: Don't embarrass talkers. Ask their opinion on topic being

discussed. Ask talkers if they would like to share

their ideas. Casually move toward those talking. Make eye contact with them. Standing near the talkers, ask a near-

by participant a question so that the new discussion is near the talkers. As a last resort, stop and wait.

Lying

that is probably not a serious problem:

Young children (ages 4-5) often make up stories and tell tall tales. This is normal activity because they enjoy hearing stories and making up stories for fun. These young children may blur the distinction between reality and fantasy.

What to do if a Child lies:

Parents are the most important role models for their children. When a child lies, parents should take some time to have a serious talk and discuss: the difference between make believe and reality, lying and telling the truth, the importance of honesty at home, school and in the community, and alternatives to lying.

Children and Stealing

tell the child that stealing is wrong help the youngster to pay for or return the stolen object make sure that the child does not benefit from the theft in any way             avoid lecturing, predicting future bad behavior, or saying that they now consider the child to be a thief or a bad person make clear that this behavior is totally unacceptable within the family tradition and the community When the child has paid for or returned the stolen merchandise, the matter should not be brought up again by the parents, so that the child can begin again with a "clean slate."

Children and Swearing

The Child Who Swears

When a child swears he is only copying someone else : set a good example

Selective deafness Reduce attention :

increasing attention will reinforce their use of the words

“We don’t like to hear that here”

Consequences/timeout removal of privileges

Aggressive Behaviour

Aggressive behaviour includes : Hitting Biting Destroying property Stealing

WHAT TO DO :Remove the person from the situation

Remove victim from the situation

Reinforce the person for non-aggressive interactions

The Child Who Bites

Protect the victim Distract the biter Give incompatible toy

behaviour etc. Firm “NO” Lots of good toys and

attention to victim Never bite the child

back

The Head Banging Child

Some children head bang when bored or tired : sleep or activity may be the answer

Cuddle them Interrupt and distract

with incompatible behaviour

What Triggers a Tantrum?

Being overly tired reduces a small child's ability to cope

Being overly stimulated Feeling helpless and

frustrated in a situation can lead to meltdownHunger can be a trigger

Wanting something And…there are countless other possibilities

When the tantrum is happening

Stage 1 tantrums: › Ignore› Remove the

audience Stage 2 tantrums

› Comfort hold› Provide

containment› sooth

Functions of Behavior

Every behavior has a function Four primary reasons for disruptive

behavior in the classroom› Power› Revenge› Attention› Want to be left alone (i.e., disinterest or

feelings of inadequacy)

Distressed Behaviour - Minor

Students who are experiencing emotional and/or psychological problems that are interfering with their ability to learn

How to recognise it Repeated requests for special

consideration, extensions, etc. Inability to concentrate Tearfulness/general emotionality Increased irritability/inappropriate anger Withdrawal from activities or friends.

Some Do’s for Discouraging Misbehaviour

Maintain your cool, avoid becoming angry when your child is upset.

Be careful about the names you use: (stupid, dummy etc). Try not to respond to misbehaviour by threatening the

child. Act don’t threaten to act. Try not to give in and accidentally reward your child for

being naughty. Try not to ask your child to do things in a harsh

unpleasant voice. Try not to give vague or unclear instructions “ eg. Billy -

don’t be silly” Try not to expect your child to be PERFECT. Try to think of misbehaviour as a time for teaching rather

than punishment.

Dislike the Behaviour Love the Child

Sometimes we can let a child’s behavioural problems control us and our family. Always

remember to separate the person from their behaviour.

Dislike the behaviour – love the child.

Reward Box Set up a

reward box to recognize and encourage good behaviour

A word on bribery and reward

Dyslexia is the only medical condition that is educationally treated

Dyslexia

Henry Winkler Winston Churchill

Pablo PicassoAlbert Einstein

Muhammad AliTommy Hilfiger

Harry BelafonteWhoppi Goldberg

Lack of organization Confusion with time, space & direction Word confusion including orally Visual perception challenges Understanding of auditory information Left-right disorientation Difficulty with days, weeks, months Need for 3-D vs. 2-D items & symbols Considered an underachiever

Dyslexia

Bullying by peers Bullying by teachers who did not understand

dyslexia or know how to teach these students Parent and child shame Fear of school Frustration, fear, alternative methods of coping Redirection to non-college careers

Dyslexia

The Consequences of Being Left Behind in Early Reading Growth 1. Children don’t read as much, and

miss too many opportunities for reading practice.

2. Reading is frustrating and this affects attitudes and motivation to read

3. Opportunities for the development of vocabulary are missed

Elementary Classrooms Must

Concurrently, build comprehension skills, vocabulary, reading aloud, writing, discussing

Frequent assessment and instructional adjustments

1/3 of all Kindergarteners require explicit systematic approach

ADHDInattention:often fails to finish what he startsdoesn’t seem to listen easily distracted has difficulty concentration or paying attention doesn’t stick with a play activity

Impulsivity:often acts without thinking & later feels sorry shifts excessively from one activity to another has difficulty organizing work needs a lot of supervision speaks out loud in class doesn’t wait to take turns in games or groups

Hyperactivity:runs about or climbs on things excessively can’t sit still and is fidgety has difficulty staying in his seat and bothers classmates excessive activity during sleep always on the "go" and acts as if "driven"

Emotional Instability: angry outburstssocial loner blames others for problems fights with others quickly very sensitive to criticism

Parent EducationBehavior Modification Programs for Home and School Relaxation Training to Improve Emotional Control Cognitive Behavioral Therapy to Improve Motivation, Problem Solving Skills and Self-Esteem Fun Cognitive Rehabilitation Exercises (Brain Training) to Improve Attention, Concentration and Executive Functioning Parent Coached Social Skill Training

stress

Young children will tend to react to stressful situations with impaired physiological functions such as feeding and sleeping disturbances. Older children may exhibit relationship disturbances with friends and family, poor school performance, behavioural regression to an earlier developmental stage, development of specific psychological disorders such as phobia or psychosomatic illness

Tension reducing habit disorders

Thumb suckingRepetitive vocalisations

Tics

Nail biting Hair pulling Breath holding

Air swallowing Head bangingManipulating parts of the body

Body rocking Hitting or biting themselves

In your own classroom, you may have children who show the warning signs for

visual conditions, including:

Holding objects too close Avoiding puzzles, picture books or other near-distance work Covering one eye when looking at something up close Complaining of headaches, blurred or double vision, or burning, itching eyes Poor eye-hand co-ordination

Be generous with praise. Use what is called descriptive praise to let your child know when they are doing something well. You must of course become in the habit of looking for situations in which your child is doing a good job or displaying a talent. When your child completes a task .Also, use praise to point out positive character traits or showing a talent. You can even praise a child for something he did not do. Teach your child to practice making positive self-statements. Self-talk is very important in everything we do. Avoid criticism that takes the form of ridicule or shame.

a child with low self-esteem will:avoid trying new things feel unloved and unwanted blame others for his own shortcomings feel, or pretend to feel, emotionally indifferent be unable to tolerate a normal level of frustration put down his own talents and abilities be easily influenced

Problem solving skills

• Children need to learn how to identify theproblem• Think of alternative solutions• Decide what action they can take• Understand what the consequences would be• Figure out ways to implement their solution• Learn how to evaluate its success– Is it safe? Is it Fair? Good Feelings?– What to do when a solution doesn’t work?

Friendship skills• Joining– Stay close– Look for a natural break– Ask, “Can I play?”• Maintaining appropriate interaction– How to give suggestions (play organizers)– Sharing toys and other materials– Turn taking (reciprocity)– Being helpful– Giving compliments– Understanding how andwhen to give an apology

Empathy

The ability to:

• Determine the emotional state ofanother person• Assume the perspective and role ofanother person• Respond emotionally to another person

Managing feelings• Impulse control– Stopping and thinking through a problem ratherthan doing the first thing that comes to mind• Recognizing that anger can interferewith problem solving• Learning how to recognize anger inoneself and others• Learning how to calm down• Understanding appropriate ways to express anger

The Problems With Smacking Children

Smacking models aggressive acts Children change their behaviour out of fear

not because they have learnt right from wrong

It encourages children to be secretive rather than remorseful

It can increase risk of child abuse Children can’t retaliate against an adult

but younger children then become vulnerable to revenge / bullying

It can lower self esteem We don’t hit adults to change their

behaviour!

Talking To Children Tell them what TO DO instead

of what NOT to do. Tell them what they did RIGHT

instead of what they did WRONG.

Before you say “NO” or “DON’T” think how you could say it in a POSITIVE way.

“Try again” or “That’s blue. Now can you find red?” sounds better than, “No that’s wrong”.

“Leave it there please” is better than “don’t touch”.

“Talk softly” is better than “Don’t shout”.

Use “I” Statements “I’d like you to come inside please”

Communication errors

Giving options when there are not any options

Pleading Asking over and over Giving multi part commands Over intellectualising Confusing teaching manners with the

parents being the boss

Giving Directions

• Make sure you have the child’s attention.• Minimize the number of directions.• Individualize the way directions are given.• Give clear direct, specific directions. Give directions that are positive.• Give children the opportunity to respond tothe direction.• When appropriate, give the child choices andoptions for following directions.• Follow through with positiveacknowledgement of children’s behavior.

General Guidelinesabout Rules• Have a few simple classroom rules.• Involve the children in developing the rules.• Post the rules visually.• Teach the rules.• Reinforce the rules. Allow children to help generate the rules.• Name the rule and have a child demonstrateit.• Name the rule and have the children identifyvisual.• Engage children in preparing the visualprompts, such as posters or cards.

Getting to know the family• What can you do to get to know thefamily ?– Greet them when they arrive in themorning.– Send out newsletters that let them knowwhat you are doing.– Create a photo display of activities.– Develop an interactive journal– Let them know about their child’ssuccesses– Invite them to visit the classroom/fieldtrips

Some General Ideas

Avoid crises and confrontation situations

Distract the child wherever possible List jobs and / or responsibilities to use

as distractors Allow children a way out of stressful

situations Speak quietly Avoid over-reacting

When All Else Fails

When you have tried everything you can think of

Don’t hesitate to seek professional advice.