Difficult Behaviours in the Classroom

BEHAVIOR:

·         Rambling -- wandering around and off the subject. Using far-fetched examples or analogies.

POSSIBLE RESPONSES:

·         Refocus attention by restating relevant point.

·         Direct questions to group that is back on the subject

·         Ask how topic relates to current topic being discussed.

·         Use visual aids, begin to write on board, turn on overhead projector.

·         Say: "Would you summarize your main point please?" or "Are you asking...?"

BEHAVIOR:

·         Shyness or Silence -- lack of participation.

POSSIBLE RESPONSES:

·         Change teaching strategies from group discussion to individual written exercises or a videotape

·         Give strong positive reinforcement for any contribution.

·         Involve by directly asking him/her a question.

·         Make eye contact.

·         Appoint to be small group leader.

BEHAVIOR:

·         Talkativeness -- knowing everything, manipulation, chronic whining.

POSSIBLE RESPONSES:

·         Acknowledge comments made.

·         Give limited time to express viewpoint or feelings, and then move on.

·         Make eye contact with another participant and move toward that person.

·         Give the person individual attention during breaks.

·         Say: "That's an interesting point. Now let's see what other other people think."

BEHAVIOR:

·         Sharpshooting -- trying to shoot you down or trip you up.

POSSIBLE RESPONSES:

·         Admit that you do not know the answer and redirect the question the group or the individual who asked it.

·         Acknowledge that this is a joint learning experience.

·         Ignore the behavior.

BEHAVIOR:

·         Heckling/Arguing -- disagreeing with everything you say; making personal attacks.

POSSIBLE RESPONSES:

·         Redirect question to group or supportive individuals.

·         Recognize participant's feelings and move one.

·         Acknowledge positive points.

·         Say: "I appreciate your comments, but I'd like to hear from others," or "It looks like we disagree."

BEHAVIOR:

·         Grandstanding -- getting caught up in one's own agenda or thoughts to the detriment of other learners.

POSSIBLE RESPONSES:

·         Say: "You are entitled to your opinion, belief or feelings, but now it's time we moved on to the next subject," or "Can you restate that as a question?" or "We'd like to hear more about that if there is time after the presentation."

BEHAVIOR:

·         Overt Hostility/Resistance -- angry, belligerent, combative behavior.

POSSIBLE RESPONSES:

·         Hostility can be a mask for fear. Reframe hostility as fear to depersonalize it.

·         Respond to fear, not hostility.

·         Remain calm and polite. Keep your temper in check.

·         Don't disagree, but build on or around what has been said.

·         Move closer to the hostile person, maintain eye contact.

·         Always allow him or her a way to gracefully retreat from the confrontation.

·         Say: "You seem really angry. Does anyone else feel this way?" Solicit peer pressure.

·         Do not accept the premise or underlying assumption, if it is false or prejudicial, e.g., "If by "queer" you mean homosexual..."

·         Allow individual to solve the problem being addressed. He or she may not be able to offer solutions and will sometimes undermine his or her own position.

·         Ignore behavior.

·         Talk to him or her privately during a break.

·         As a last resort, privately ask the individual to leave class for the good of the group.

BEHAVIOR:

·         Griping -- maybe legitimate complaining.

POSSIBLE RESPONSES:

·         Point out that we can't change policy here.

·         Validate his/her point.

·         Indicate you'll discuss the problem with the participant privately.

·         Indicate time pressure.

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.

·         Comment on the group (but don't look at them "one-at-a-time").

·         Standing near the talkers, ask a nea-by participant a question so that the new discussion is near the talkers.

·         As a last resort, stop and wait.

KEYS FOR MANAGING CHALLENGING STUDENT BEHAVIORS

·         Instead of holding your students with an iron grip, allow them to be themselves until (and unless) their behavior distracts you or others in the class.

·         When you notice unproductive behavior, nip it in the bud. Otherwise, you send a clear message to the students that it's OK for them to talk while you are talking, etc.

·         Use classroom management techniques before you become irritated, impatient or upset. We are much more powerful when we are centered, when we like out students, and when we view our students with fondness rather than impatience.

·         Allow students to save face. When we put students down in front of others, the entire class of students will turn against us.

·         Do all you can to feel good about yourself and others on a daily basis. Your attitude will come across to your students, so it is important to be in good mental and physical shape.

·         If, by chance, you feel that you have spoken sharply in an attempt to manager your students, own up to it. "Wow, that sounded harsh. Forgive me!"

·         Remind yourself: "If teaching were easy, everyone would be doing it." Teaching in front of a classroom full of students can be challenging, but on the other hand, very rewarding!

 

Something that your kid's lunch box wants to convey.

 

Something that your kid’s lunch box wants to convey…

 

Sandwiches on Monday

Parathas on Tuesday

Dosa on Wednesday

Noodles on Thursday…….

Puri Sabzi ....

 

…and the menu was neatly chalked out for the entire week on a timetable card and hung on the kitchen wall. Not actually in the habit of eating according to timetables, but listening to the spontaneous biddings of my tongue , I asked my sister-in-law, Sridevi, who managed of our family kitchen, what this predetermined timetable was all about.

 

“It’s the school lunch timetable for Vaibhavi that her class teacher made for her class” she conveyed. This came as a surprise to me.

 

“But isn’t it you and Vaibhavi who decide upon the lunch that she would be carrying to school on a particular day?” I asked

 

“Yeah, Leena. That was what it used to be. But her principal has ordered the entire primary school to carry the same lunch on a particular day, so that every lunch box has the same contents each day. This was done because some children ate up the lunch of others and some of them returned home hungry on that account.” said my sister-in-law.

 

Vaibhavi doesn’t eat much, nor is she very fussy foodwise, but I know that everyday she lovingly asks her mother to prepare an item of her liking for her lunch at school. Does this mean that she needs to have Dosa on Wednesday when she actually feels like having a cheese burger on that day?

 

I remember, lunchtime was so very special during our school days. The entire gang would wait for lunchtime. The clandestine party would start much before that. We would exchange lunch boxes from underneath the desk. My friends would lap up my irresistible onion uthapam and tomato chutney, and I in turn would eagerly devour some delicious khichodi from one of the boxes.

 

There were people from different communities both national and international in my class, and food was one of the best reasons to make friends and know about each other’s cultures. Some of the lunchbox friendships have endured the test of time and are going strong even to this day. My friendship with my best friend Arpita began with me exchanging my puri sabzi with her French toast, and even today we are the best of friends.

 

Not only this, the mums who prepared the best lunches were always praised and remembered by the kids.

 

But with this new rule of the entire primary school having to carry the same lunch, will they have much to look forward to during lunchtime? Of course, this rule ensures that no child eats another child’s lunch and no child returns home hungry. But have children of the present times become so cruel that they will leave some of their friends hungry? I don’t think so. Even if some children are engaging in such behavior, shouldn’t we as parents teach them the ever precious lesson of sharing and caring, or should we give them a lesson that encourages an ‘each to his own’ kind of a principle? The choice is ours…

 

Daddy

HOW A SON/DAUGHTER THINKS OF HIS/HER DADDY AT DIFFERENT AGES:

At 4 Years
My daddy is great.

At 6 Years
My daddy knows everybody.

At 10 Years
My daddy is good but is short tempered

At 12 Years
My daddy was very nice to me when I was young.

At 14 Years
My daddy is getting fastidious.

At 16 Years
My daddy is not in line with the current times.

At 18 Years
My daddy is becoming increasingly cranky.

At 20 Years
Oh! Its becoming difficult to tolerate daddy. Wonder how Mother puts up with him.

At 25 Years
Daddy is objecting to everything.

At 30 Years
It's becoming difficult to manage my son. I was so scared of my father when I was young.
 
At 40 Years
Daddy brought me up with so much discipline. Even I should do the same.

At 45 Years
I am baffled as to how my daddy brought us up.

At 50 Years
My daddy faced so many hardships to bring us up. I am unable to manage a single son.

At 55 Years
My daddy was so far sighted and planned so many things for us. He is one of his kind and unique.

At 60 Years
My daddy is great.

Thus, it took 56 years to complete the cycle and come back to the 1st. stage. Realize the true value of your parents before its too late