Thursday, 23 March 2017

What are the “Remedial Measures” for Behavior Problem?

The present article discusses various remedial measures necessary for behavior problem. These measures include "teacher’s Attitude towards his/her job", "change in teacher’s attitude towards the problem child", "abolition of physical punishment", "opportunity to learn good behavior", "good teaching", "motherly attitude of teachers", "appointment of lady teachers", and "behavior modification techniques".

Remedial Measures

If we have to help the problem child to proceed along correct lines and to maximize his potentialities, the following remedial measures needs to be taken:

(i) Teacher’s Attitude towards His Job:

Some teachers believe that teaching is the only duty which they have to perform and that remediation of behaviour problem is not their responsibility. Thus, they lack concern in behaviour problems of children. In worst cases they refer a problem child to the headmaster. In reality, showing lack of concern or referring problem cases to the headmaster is an instance of avoiding or shifting responsibility. 

A teacher may live in peace for sometime by keeping himself aloof from the problem situation but this does not bring permanent solution of the problem. The teacher fails to understand the child. His problem becomes more and more serious. A time comes when his instruction is bound to be interrupted. Due to lack of a sense of responsibility on the part of the teacher, other children in the classroom are also affected.

(ii) Change in the Teacher’s Attitude towards the Problem Child: 

The school and its teachers should be dedicated to the welfare of children. The school should aim at all-round development of the problem child. Unless the problems of the typical child are solved, the teaching--learning process in the classroom cannot be effective. This necessitates change in the teacher's attitude towards the problem child. The child should not only be viewed as a learner but also as a human being, He should be treated as a human being who does not need sympathy but understanding on the part of the teacher. 

(iii) Abolition of Physical Punishment 

Some teachers use physical punishment like beating to help the child correct his behavioral abnormality. Some teachers drive the child out of the classroom. Asking the problem child to stand on the bench, lean down, detaining the child after the school hour or rebuking, blaming or insulting the child are common remedial measures adopted by most teachers. These direct and drastic measures do not bring any satisfying results. Rather the problem child becomes reactive and loses his honour for the teacher. Thus these direct and drastic measures are never considered as acceptable remedial measures. 

Before adopting physical punishment, the teacher should think and decide carefully as to whether the behavior of the child is punishable or not; whether his behavior interferes with the learning activity of the class; whether other remedial measures can be adopted in place of physical punishment. The primary objective of the teacher should be promotion of learning and learning can be promoted through modification of his behavior.

(iv) Opportunity to learn Good Behavior 

The problem behavior of the child also implies that he has not learned correct behavior. Opportunity should be created in the school so that children interact with one another and play together. Emphasis should be given on cooperative life and cooperative activities in the school. Every child has freedom to think, acquire experiences and perform activities. The child should be helped to learn to express his feelings and experiences in such a way that this does not hurt others’ feelings or sentiments. The school atmosphere should be made healthy, joyful and secured. There should be healthy relationships, free exchange of feelings and experiences, mutual trust and respect between the teacher and students. Children should be helped to develop strong determination and self-confidence to learn desirable behavior.

(v) Good Teaching 

It is generally observed that the problem child does not create problems in all periods and for all teachers. Problem behavior is noticed in certain classes and for some teachers. Teachers who are good, who make their teaching interesting and joyful, who are successful in developing social and moral values among children do not encounter behavior problems in their classrooms. Teachers whose teaching becomes unpleasant, ineffective and meaningless encounter behavior problems very frequently. It is rightly said that good teachers have good students and bad teachers have problem students. Thus behavior problems can largely be prevented by making teaching effective, joyful and interesting. 

(vi) Motherly Attitude of Teachers:

Problem children are usually deprived of the love, care and advice of parents. A teacher is viewed as a parent figure for the child. A problem child expects a great deal of love and care from the teacher. A little love, some care, a kind attitude and few pleasing words from the teacher can prevent problem behavior of children. Thus, it is rightly said that the teacher should act as a mother for the child. 

(vii) Appointment of Lady Teachers 

It is generally observed that problem behavior is more frequent in the classroom of male teachers than in case of female teachers. Young children tend to perceive the female teacher as their mother. Female teachers have more patience in problem situation as compared to male teachers. Prevention and remediation of problem behavior require patience on the part of the teacher. Considered from this point of view, it is suggested that more female teachers should be appointed in schools, particularly in primary schools. 

(viii) Behavior Modification Techniques 

Teachers should adopt behavior modification techniques for remediation of behavior problems. This requires careful planning and consultation with other teachers. The important steps of behavior modification techniques are as follows: 

--Identification, explanation and clarification of problem behavior of the child: 

When does the child show problem behavior? How frequently does the problem behavior occur? What is the circumstance or environment of the child when he shows problem behavior? What reinforcement does the child get when he shows problem behavior?

--Determining the causes of problem behavior: 

What do the parents, friends and teachers say about the causes of child’s behavior? What does the child himself say about his behavior? What is the finding of psychological analysis of the child’s problem behavior (if possible)? 

--Suggesting tentative remedial measures:
  • Advice to parents 
  • Advice to teachers
  • Instruction to friends
--Application of remedial measures
--Studying the effect of remedial measures on behavior of the child 
--Change in the measures taken or accepting the suggested measures depending upon their      effects on the child 
--Remediation of behavior problems 

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