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".
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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