It is very important to “be there” for the children. Be in the present, listen to them, interact with them. They’re telling you lots of little things about themselves. Listen: gain an idea of what they’re like, what interests them. These clues help to build up a picture of each of them and it becomes easier to read them, to get a sense of what they are.

Be organised with lesson plans and activities throughout the day. This frees your mind to concentrate on the children. Take extra trouble to make their time as interesting and varied as you can. The children will respond and be more settled. When they are interested and enjoying the variety, they tend to rise to the occasion. All the same, you have to check with them occasionally: “Am I giving you too much to do?” The reply is usually, “No, no, no! We’re enjoying it!”

Make your teaching richer, more in-depth. Put yourself on the line. Use model activities, make up stories — you need to do something extra special only once in a while and the children will respond.

Constantly sense what’s happening and reflect: how are the children responding? If they’re tired, tailor their activity so as to be less demanding on them. For example, one day after a big game at morning tea, the children were very tired, so I read a story to them about Sperm Whales rather than trying to get them actively writing at that point.

At other times, don’t expect too little. Let them enjoy a challenge — they’ll be learning to think for themselves and rising to the occasion.

Stop teaching if there is a conflict present among children. I had an instance when I found a child crying as I came into the classroom and was told “Someone called him pigbum”. My response in this sort of predicament is to stop and listen. Call the children together and gently bring out the story by asking, “Why is this happening?” I pointed out to the upset one that he had called other children names as well.

Try to get a sense of the whole situation. Was the child saying this because (as he said) “They weren’t listening to me ... they were putting their hands over their ears; I had to get their attention ...”?

In fact, this situation actually started earlier through unfairness in Downball. Others admitted he had done the same to them. This is the right time for explanation: “It can be hurtful to be called names; would you like to be called pigbum?”

This particular child is fairly stubborn and hangs on to his thinking and reiterated, “But they weren’t listening to me ...” So I repeated, “How would you like to be called pigbum? Will we try it for a day?”

Try and read how you think a child will respond. This boy feels frustration and anger at not being able to understand Word Study easily. He responds with noise, roaming, tipping tables, kicking out. So my approach is to quietly say, “Would you like to go and play a game quietly ... that’s okay”, knowing he really wants to do what others are doing. Be settling — help him try to contain himself.

In this situation, continue with activity even though it’s difficult, giving him the realization that others are having difficulty too. Reassure him that it’s alright not to get things right almost immediately. Others are also struggling, but they are prepared to just do their best. Try to help children to move away from comparing themselves with others.

This particular child can be frustrating; he has long term difficulties and a bad temper.

Sensing what the child is like, “He can handle this or that”, give a consequence for the behaviour. For example, you can explain that his behaviour is wasting time in class and distracting others. It is your duty to explain and try to do as well as you can. You may need to make up time in some way to complete the teaching task.

As a teacher, be yourself; enjoy children; play games with them and have fun. This experience makes it easier at other times.

Try not to allow yourself to become tired as you can lose patience or become angry, which is not helpful. It is far better to remain patient and suffer a situation. Remain gentle and keep your own self esteem intact, then you can easily go on to next day.

Be mindful. Check homework. Follow through with whatever is the need. For instance, another student is not understanding how to sequence numbers, so I find time the time to create a game; I give it to parents also. With this approach, children sense that you care for them and have their interests at heart.

If there is a weakness in academic work, try and pick it up as a class. Work through it. Children feel happier that the problem is being addressed. Often poor behaviour can occur because a child finds difficulty with a task, so reiterate, “Just do the best you can.”

If you’re feeling concerned, it is important to discuss a child’s behaviour with someone you know and trust as frustration can build and can lead to anger.

		Anne Casley has been a teacher at the School of Total Education since 1983. Anne is a trained secondary art teacher and also has over ten years experience as a primary teacher.

This article is based on a talk given at a teachers seminar and was originally published in the March 2000 edition of the SOTE Newsletter. (Published on web site: September 2001)

Copyright The School of Total Education 2001. This page last generated Thu, 7 Mar 2002. Web site by The Design Group.