Ten reasons educators need training in student behavior management.

Considering the number and severity of bullying incidents and their tragic consequences, it’s obvious something must be done. This starts, however before the behavior progresses to such a serious level and is best tackled by students, their teachers and families. For this reason, it’s vital that today’s educators receive training in student behavior management.

Student behavior management.

Teachers must learn how to manage the behavior of their students.

Since the dawn of public education teachers and schools have focused on the academic achievement of students.

All students were expected to leave school with basic reading writing and math skills.

Some kids excelled and went on to institutions of higher learning, some were trained in a trade such as carpentry or auto mechanics, and still others left school with those basics and worked at more labor related jobs such as factory or office work.

Everyone who left secondary school did have the basics just at different levels.

Every student may not have had the capacity to go to college but just about everyone finished school and had the ability to function in the real world.

With the onslaught of state-mandated testing in so many school districts throughout the country teachers are still pressured to ensure that students achieve, but the landscape has changed and hitting the bull’s eye is far more difficult than it was, say, forty years ago.

The bull’s eye is tough to hit because teachers are now being asked to hit a moving target.

The target keeps moving because the levels of disrespect, and irresponsibility pervades our schools and basically you can’t hit something that won’t sit still, keep quiet, come prepared, stay motivated, and who really has taken no ownership for their own education.

Local and state boards persist though in their belief that success is based upon achievement and not on effort and character.

The faulty philosophies that have come out of some of our colleges that focuses more on methods of instruction rather than behavior management has both young and veteran teachers alike trying to figure out how to hit that moving target.

In schools right now we don’t need more tests, or in-service that helps teacher’s understand how to teach to the test.

We need a comprehensive program that focuses squarely on student behavior management, teaching respect, and encouraging responsibility.

Our young teachers who have been in the field for between three to five years may not know any different and are hounded daily regarding the academic achievement of students whose behavior is out of control, and veteran teachers who have done a good job of reading the tea leaves are planning for retirement because the workload is increasing to the point that it is becoming unmanageable.

Our focus in education needs to be on steadying the target and improving student behavior, not on improving test scores.

If we focus on behavior, character, and effort rather than achievement, test scores will naturally go up because we will begin to develop willing learners.

Colleges need to provide stronger training in the area of behavior management for future teachers and we need to provide more comprehensive training in the area of behavior management for teachers who are now in the field.

Here are ten good reasons why:

Take a look at the schools.

The behavior in our schools has deteriorated to the point that we don’t worry about school violence we worry more about school shootings.

We are forced to get everyone to the finish line without mastery of basic content.

So many kids come into schools with negative learned behaviors that we are forced to develop conditions to support the behavior. It would either be ‘create the condition or throw the kids out,’ but you can’t throw out the entire twenty to thirty percent of kids with chronic behavior problems.

These kids aren’t going anywhere and they are going to make it tough for kids who want to learn to learn.

So, if we want to teach the other seventy-five to eighty percent we had better figure out how to manage behavior problems.

This isn’t forty years ago.

Let’s face it, years ago parents supported the school and dealt with their child’s misbehavior.

Today we have to fight the kid, the parent, and at times city hall.

The behaviors that we dealt with forty years ago were of the garden variety like having a playground fight or goofing off in class.

Today the levels of disrespect and irresponsibility are at such high levels that younger teachers have begun to view some of the behaviors as the “new norm.”

As a result of this, if there is the slightest improvement, they fall all over the kid with praise, causing the kid to feel good about himself for no apparent reason.

Standardized testing is not a measure of achievement.

Teachers are trained to teach to the test.

Even for content related testing during the year there is this unspoken fear of failing a kid.

Most kids have an inflated view of their academic ability and don’t realize their shortcomings until later in life when grades are more meaningful. Good grades are nice, but mastery is better.

Students move through grade after grade with unmastered skills and a lack of the necessary prerequisites for learning new information. This produces frustration, anxiety, and tension resulting in behavior problems.

Life is about relationships.

Ask any employer, and they will tell you that they are more concerned about the attitude of their employees than whether or not they can do the job.

They believe that they can always teach a person the skills on their job description, but they can’t teach the person how to get along.

School is supposed to be a microcosm of society. Employers want their employee’s to be respectful, responsible, have a good attitude, get along, show up, and be on time.

Sound like school?

If this is what employers want we should be teaching it; that is if we can find the time in the overly ambitious curriculum that is being used to help prime a kid to pass a test.

We don’t know how to have productive conflict.

There are so many intergenerational dysfunctional problems in our families, schools, and in society, in general, that faculty rooms have become discussion forums.

No answers, just discussions.

The topic of the day here is the inability to confront each other, a student, parent, or an issue, or maybe our own demons.

Productive conflict is something that is taught. It is not an innate skill. Teachers may have difficulty with conflict strictly based on their own life imprint.

It is a skill that needs to be taught to our student’s so they can have a disagreement and do it with the right attitude, and they can cooperate even though they may disagree. When this skill is not taught, power struggles are inevitable and relationships get strained.

Some families don’t even talk to each other because of an unsettled youth conflict that became an adult conflict.

There are too many adults with poor attitudes.

Kids are kids for a short period of time.

Then they become adults; with the same crummy attitudes.

Even the most intelligent of adults can have such arrogance that they are painful to be around. This is the other eighty percent of our school population.

Knowledge without character produces this type of know it all mentality. They were once kids who did well in school but never developed the character in order to know how to make the best use of their intelligence.

Our students lack empathy.

As a society we just don’t have the same concern for each other as we once did. By this I am referring to the overall concern that a family has for the elderly couple up the street when there is a heavy snow fall, or helping someone with a dead battery, or bringing meals to a shut in.

Adults don’t care as they once did and our kids care even less.

There are too many students who stand around in school when someone is being bullied.

Let’s make sure that they pass the test.

Bullying behavior is on the rise.

Hurt people hurt people.

Bullies come from dysfunctional families, are angry, and take out their anger on others. They made that decision around the age of five.

Everyone knew there was something wrong but not enough was done to quell his/her misery. Early intervention didn’t happen and we ended up with a bully on our hands who interferes with the learning of others and creates an emotionally unsafe learning environment for everyone.

Let’s take a test.

Kids seek revenge.

It’s not enough to get even anymore and have a fair fight and get it over with. Revenge is the way today and kids don’t want a pound of flesh, they want a pound of your flesh and the flesh of five others.

Victims who have been bullied don’t know how to fight back or have a productive conflict. They digest the abuse and then act out when the time is right.

Stop testing and start strengthening the victim. You will help them pass the test.

Smart kids may lack wisdom and common sense.

The smartest kids in the class could be the most deviant, and make the poorest choices.

There are more kids today that can’t even make the smallest decision and can be led around by the nose by the wrong crowd.

Smart doesn’t mean wise and at times even the smartest kids can lie, cheat, steal, and abuse others. There are all kinds of smart and this kid is one dimensional¬†but will pass the test.

Student achievement does not translate into a strong character.

Colleges and universities need to spend more time providing behavior management training rather than focusing on methods of instruction.

Teachers in the field need greater training in classroom management and in dealing with conduct disorders.

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Expert Author James H BurnsSince 1977 Jim Burns has been working with students who have learning disabilities and behavioral problems. He has almost 40 years of experience working as an administrator, teacher, college instructor, and seminar leaders.
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photo credit: Kids at Recess via photopin (license)

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