How To Deal With Behavior Issues In The Classroom
Children often have a good reason for behaving the way they do. Children’s brains are geared toward children’s issues. Adult brains are geared toward adult issues. Sometimes, adults just don’t understand children and children have a hard time understanding adults.
Behavior issues with 7-year-old children are different than teenage behavior issues. And these are different and distinct from preschool for behavior issues.
During childhood, the brain relies very significantly on the ability to move in a reasonably functional and age appropriate manner. Coordinating movement, any movement, sets up the brain for learning. Behavior issues can result when a child’s drive to master their environment through their own actions competes with the child’s actual ability to coordinate themselves to successfully navigate a tabletop game, such as Chutes and Ladders, a recess game such as tether ball, and a young child’s ability to coordinate safe movements in the home despite perils of drawers closing on fingers, stairs causing climbing problems, and hard surfaces to collide into.
Teachers are usually very busy focusing on the educational needs of the entire class of students. Poor behavior is frequently dealt with by loss of privileges or a time-out. These adult-driven consequences to behavior issues in school can help a student take a moment to understand their actions; however, teachers and parents should avoid consequences that involve the child missing out on PE or recess.
School age children need movement to learn. PE and recess are not rewards. They should not be considered as optional. PE and recess are a necessary part of the curriculum and set the brain up for learning opportunities later that same day and in the future.