Dealing with Challenging Behavior.edited

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Kenyatta University *

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Nov 24, 2024

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1 Dealing with Challenging Behavior Student’s Name Institutional Affiliation

2 Dealing with Challenging Behavior Many children go to school intending to learn in different areas, such as acquiring knowledge and growing to be acceptable members of society. Teaching social skills is an essential aspect of teacher education, where the children learn to behave, communicate their needs and handle various problems (Aksoy & Baran, 2020). Learning social skills equips the children with skills to handle their mental health interactions with other people and improves learning in schools. As a result, the children learn to adhere to instructions, handle social situations such as group projects and are equipped with conflict management skills. Social skills equip children to interact appropriately with their peers, teachers, and others in the community, which might be the breakthrough to their academic and overall performance. Teachers’ Role in Dealing with Challenging Behavior Teachers play a crucial role in deciding what social skills to teach their children, which impacts their ability to deal with challenging behaviour. In the first case, a teacher must prove their confidence through self-efficacy in dealing with different behaviours when dealing with their children (Barni et al., 2019). The teachers have a role to play in developing knowledge and skills in dealing with challenging behaviours. For example, there is a need for teachers to work on their problem-solving skills, build on confidence, learn of preventing behaviour from recurring, instruction delivery and learning proactive strategies. Teachers can pose reactive strategies such as communicating the consequences for behaviours and giving concise instructions to be followed by each learner. The teachers also play a part in adhering to the school's code of conduct and model for behaviour and fostering values for correct behaviour (Barni et al., 2019). There is a need for teachers to implement prevention programs, instruct, ensure consistency and instil discipline and various strategies to prevent and deal with

3 challenging behaviour. Classroom management and creating skills to handle challenging behaviours requires preparation and communication with the learners. As a result, teachers and the school environment prove essential in handling challenging behaviour through different strategies, skills, and models incorporated into curriculum and behaviour codes of conduct. Effectiveness of Strategy and Insight An effective strategy in dealing with challenging behaviour offers the possibility to deal with the problems that arise by teaching students social skills. Effective strategies must be timely communicated in the right place. The employment of proactive methods reveals the acknowledgment of rising problems among children and offers preventive measures towards antisocial and challenging behaviours (Busse et al., 2019). However, there is a need to incorporate leadership through the teachers who will impose the strategies effectively through their skills and interaction with the learners. An ineffective strategy must acknowledge potential challenges from teaching social skills and various interactions among the children. The effective strategy is realized through problem-solving, diagnosis and setting corresponding actions and policies to guide behaviour in the school setting. Steps in Conflict Resolution The first step in conflict resolution is problem identification, which measures the nature of the conflict. The nature of conflict could be interpersonal, intrapersonal, or intragroup and allocating resources to deal with the conflict (Rahim, 2023). After identifying the conflict, there is a need to engage in conflict analysis where the amount, relationship, comparison to the sources and effectiveness strategies are determined. Determining the nature of conflict and analysis reveals different strategies to be employed. For positive outcomes to be realized in conflict

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4 resolution, there is a need to incorporate cooperative conflict resolution styles (Babel et al., 2022). These include compromising, obliging, and integrating compared to the non-cooperative styles. The various strategies offer possible means through which the conflict can be resolved through finding solutions to the problems. The conflict resolution process would require a mediator or even a teacher who guides the group in handling the conflict. The conflict resolution process through mediation can lead to agreements and even offer an opportunity to learn how to handle conflicts in the future. Throughout each stage in conflict resolution, there is a need to agree on specific matters such as calming down, establishing rules, encompassing effective communication and language and negotiating to reach an agreement and solution. Strategies to Minimize Challenging Behavior Proactive strategies to deal with challenging behaviour follow strategies in behaviour management. The first process involves setting clear boundaries, communicating and agreeing with learners on the right behaviours (Bambara & Kern, 2021). The children learn what is acceptable, which creates safety, stability and knowing their boundaries. The teacher can continually reinforce such behaviour throughout their teaching programs and ensure consistency in compliance. In summary, social skills are essential in problem-solving and conflict management. However, for children, the teacher and the school environment are essential in establishing and implementing effective strategies towards proper behaviour. The teacher must build skills to develop trust and confidence where the learners know various achievements. The teacher must provide a way to challenge the students so that they understand their actions and responsibilities. Dealing with challenging behaviour requires the ability to learn from various practices of the past. This can be fostered by creating a conducive environment that supports proper behaviour,

5 social skills and calmness. Among these, there is a need to build on the relationships with learners and establish proactive measures such as rewards and punishments in advance.

6 References Aksoy, P., & Baran, G. (2020). The effect of story telling-based and play-based social skills training on social skills of kindergarten children: An experimental study. EGITIM VE BILIM-EDUCATION AND SCIENCE , 45 (204). Babel, F., Vogt, A., Hock, P., Kraus, J., Angerer, F., Seufert, T., & Baumann, M. (2022). Step aside! VR-based evaluation of adaptive robot conflict resolution strategies for domestic service robots. International Journal of Social Robotics , 14 (5), 1239-1260. Bambara, L. M., & Kern, L. (Eds.). (2021). Individualized supports for students with problem behaviours: Designing positive behaviour plans . Guilford Publications. Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values and motivations for teaching. Frontiers in Psychology , 10 , 1645. Busse, R., Klazinga, N., Panteli, D., Quentin, W., & World Health Organization. (2019). Improving healthcare quality in Europe: Characteristics, effectiveness and implementation of different strategies . World Health Organization. Regional Office for Europe. Rahim, M. A. (2023). Managing conflict in organizations . Taylor & Francis.

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