classroom management of different personality style

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CLASSROOM MANAGEMENT of DIFFERENT PERSONALITY STYLES:

CLASSROOM MANAGEMENT of DIFFERENT PERSONALITY STYLES

THE AGGRESSIVE CHILD:

THE AGGRESSIVE CHILD

SYMPTOMS:

SYMPTOMS

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Looks for trouble Wants his or her own way Blames others for inappropriate behavior Is always on the defensive Is quarrelsome Destroys property Disrupts class and routine procedures

Possible Reason for Behavior:

Possible Reason for Behavior

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Domineering, over strict parent Weak overindulgent parents who give into the child’s every whim Fear of expressing feelings to his or her parents – takes it out on other children Lack of parent’s affection Unhappiness in his or her relation with others Masking intense feelings of vulnerability

Some Teaching /Management Suggestions:

Some Teaching /Management Suggestions

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Direct child’s energy to keep him or her busy Give child large-muscle activities to do Give child leadership responsibilities Reprimand child in private Meet with child more often privately on a one-on-one basis Hold conferences with modeling clay to release frustrations Shape positive behavior with success-oriented tasks

Things to Keep in Mind:

Things to Keep in Mind

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Improvement will usually be slow, especially if symptoms have been historic Parents may not recognize or may deny the problem There will be relapses even with improvement Arguing will not solve the problem Review your own feelings and actions toward the child’s Be sure the child’s action are not just “normal” misbehaving

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THE WITHDRAWN CHILD

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SYMPTOMS

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Talks in a very soft voice Sits quietly most of the time Has difficulty in carrying on a conversation Withdraws and hangs back Has difficulty in making decisions May be fearful of adults Tires without apparent reason Avoids contact to people

Possible Reason for Behavior:

Possible Reason for Behavior

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Parents may be perfectionists Low-energy-level resulting from depression Extremely overprotected Learning helplessness Family may be the same way Fear of failure; child may come from overly critical home and does not want try anything new

Some Teaching /Management Suggestions:

Some Teaching /Management Suggestions

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Praise, notice, and talk with the child Find occasion for errands-first with no oral message and later with very simple message Always call on child when volunteering Have a smile ready for child any time you catch his or her eyes Use puppets and have child talk for the puppet

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Encourage child’s interest in collecting things such as baseball cards or coins Assign routine tasks with automatic rotation such as leading the pledge or talking the lunch count Try to involve the child in a group with other shy children in school Consult with parents and professionals if a parent exists

Things to Keep in Mind:

Things to Keep in Mind

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The child will need to know exactly what to do in each situation Pushing the child into the limelight may make the situation worse Make sure other students don’t always do thing for the child or always come to the rescue

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Determine if the child may be have some health problem or hidden physical abnormality Recognize that courage follows success Improvement will be slow and growth may gradual

THE UNDERACHIEVING CHILD:

THE UNDERACHIEVING CHILD

SYMPTOMS:

SYMPTOMS

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Avoids effort-dawdles over writing assignments Does messy, incomplete work Waits for help and does not try to solve problems Tends to be listless and careless Seldom volunteers

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Gives many excuses for failure to complete work Is slow in starting a task or assignment-can’t find pencil or papers; is slow in doing or finishing anything Daydreams Fails to concentrate on work

Possible Reason for Behavior:

Possible Reason for Behavior

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Frustration-work is too difficult Inappropriate parental expectations Too many failures and too few successes Little praise and much criticisms Lack of challenging school work Health or physical deficiencies Cover-up for lack of ability Lack of adequate sleep

Some Teaching /Management Suggestions:

Some Teaching /Management Suggestions

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Praise child for each effort Study child’s home life; talk to parents Help develop a skill or hobby at which child might succeed Overlook minor failures Study results of diagnostic tests for clues

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Adjust work to child’s ability level Time child’s assignments and try to have student beat his or her record See that child’s starts work more promptly by helping him or her through transitions Use shorter but more frequent assignment

Things to Keep in Mind:

Things to Keep in Mind

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Underachievement is not normal – It is a symptom A child who appears lazy has some sort of problem Praise for good work promotes activity Apparent signs of laziness my disappear in later stages of development Underachievement is not necessarily an indication of intelligence A capable student’s work should certain standards before acceptance

THE FRIGHTENED CHILD:

THE FRIGHTENED CHILD

SYMPTOMS:

SYMPTOMS

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Panics easily or gets frustrated Shows anxiety Withdraws May tremble at the slightest provocation May be moody May be overly afraid of being hurt Rarely takes chances May be extremely emotional Fear criticism Requires constant reassurance

Possible Reason for Behavior:

Possible Reason for Behavior

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Parents who also have fears and openly express them Death or injury to someone too close to them Overly protective parents A history of unfortunate or traumatic experience Constant and harsh punishment Slow physical development Bullying playmate

Some Teaching /Management Suggestions:

Some Teaching /Management Suggestions

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Try variety of creative activities to release child’s fears Have child write an article on “Things That Makes Me Afraid” Reassure child whenever he or she shows fear Give child work at which he or she can succeed

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Build up child’s confidence by using a variety of success-oriented tasks Praise child for his or her accomplishments Explain that others also have fears Check child’s health record Organize a group of other children with the same condition

Things to Keep in Mind:

Things to Keep in Mind

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Fears may be imaginary The teacher’s own reactions are important since they affect the child Fears melt with affection Fears diminish with maturity It is natural for most people to fear something

THE SLOW LEARNING CHILD:

THE SLOW LEARNING CHILD

SYMPTOMS:

SYMPTOMS

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May have a short attention span May not be able to generalize May feel insecure Consistently achieves below grade level Has low intellectual ability Withdraws and does not participate Seldom volunteers in class Has trouble getting started Has trouble finishing assignment

Possible Reason for Behavior:

Possible Reason for Behavior

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Familiar pattern of slow learners Lack of environmental stimulation Possible learning disabilities especially if greater potential is indicated in spite of a low intellectual quotient Frequent illness causing gaps in critical stages of learning Low nutrition Severe emotionally interfering in cognitive functioning

Some Teaching /Management Suggestions:

Some Teaching /Management Suggestions

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Provide many learning material at child’s level of ability Ask for an intellectual or academic evaluation using individual tests Give child many opportunities for success and a feeling of achievement Try to get child interest in hobbies and extracurricular activities

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Provide a place to work where distractions are minimum Investigate child’s physical and health condition Praise child whenever possible and build up his or her good qualities Have child work with peer tutor Make the parents aware of the child’s limitations so that they do not add to the problem with inappropriate demands

Things to Keep in Mind:

Things to Keep in Mind

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Requiring more than he or she can do will cause frustration Improvement in academic achievement will always be slow Parents often reject the idea that their child is a true slow learner Expect child to achieve only up to his or her ability Be careful child doesn’t get “lost in the crowd”

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THE END

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