Adverse student behaviours have become a challenge for teachers and parents to handle. At DPS, we have adopted a few important strategies to manage challenging student behaviours. Value a day/week has been adopted. Thematic value-based assemblies are regularly conducted. Peer leadership is a successful model – children are able to counsel and influence others. I Decide Club has been initiated wherein students are oriented and given courage to SAY NO to physical aggression, cyber issues and substances. Awareness is created through street plays (Nukkad Natak). Teachers are oriented on identifying unacceptable behaviour and are trained on handling such issues. The school has created an incidence report in order to enhance seriousness in students and the need for being balanced and composed.
A few tried and tested methods used by the teachers are:
Remaining calm- not getting emotional and taking time before deciding how to deal with the behaviour, maintaining composure and staying #Nukkad Natak calm, always works as a useful de-escalation tool.
Detention- commonly used by the heads when the behaviour is highly disruptive in the class.
Teaching alternate behaviour- frequently used to show mirroring positive behaviour; the teacher directs the students to use more appropriate ways of expressing their wants that are socially appropriate.
Promoting positive self-talk- teachers encourage students to use positive affirmations and beliefs, and read more students try to maintain the faith placed in them by the teachers.
Get to the root of the matter- #Sunitha S. Rao is Principal teachers try to determine the cause of the disruptive behaviour to understand the motive behind it to get insight into the student’s behaviour.
Reach out to colleagues for support- in case the teacher feels insufficient, they seek professional check here help from the counselors or special click here educators to develop a plan to help them.
Involve administrators when necessary- safety is the primary concern; if students are not responding to teachers’ attempts to correct the behaviour, the matter is taken to the administrators.
Document – Regardless of whatever procedure the teacher has followed, they always document what has happened and how they addressed the disruption.
