The disruptions caused by the COVID-19 pandemic have had far-reaching effects, not just in terms of health and education, but also in terms of student behavior. The National Center for Education Statistics has reported that 84 percent of school leaders believe that student behavioral development has been negatively impacted. This has resulted in an alarming increase in classroom disruptions, ranging from misconduct to disrespect towards teachers, and the excessive use of electronic devices.
According to Matt Cretsinger, director of special services for the Marshalltown Community School District in Iowa, student behavior has been escalating. There are now more behavioral needs than ever before, which is a shock to teachers. Pediatric psychologist Mona Delahooke agrees, stating that the increase in student misbehavior can be attributed to the heavier stress loads that both teachers and students are carrying around.
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However, it is important to note that student discipline was already a problem before the pandemic. Statistics show that a significant number of students are being suspended, given detentions, expelled, and even subjected to corporal punishment, restraint, or seclusion. Ross Greene, a student-behavior specialist, aims to address these issues through his nonprofit organization, Lives in the Balance. His Collaborative & Proactive Solutions model advocates for the elimination of punitive disciplinary practices in schools and treatment facilities.
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Some schools have started adopting a different approach to handling misbehavior. Instead of focusing solely on student behavior, they are focusing on identifying and addressing the underlying causes. These schools are actively working towards ending punitive discipline and training their staff to recognize and avoid triggers that lead to misbehavior. They understand that students who struggle to respond to problems and frustrations are generally lacking certain skills. By finding alternative ways to address these challenges, teachers can create more effective learning environments.
This paradigm shift requires a change in mentality. Stuart Ablon, founder and director of Think:Kids in Massachusetts General Hospital’s department of psychiatry, believes that the key lies in understanding that students do well if they can, not if they want to. This means shifting the blame from the students to the system. According to Ablon, children do not throw tantrums; tantrums throw children. Additionally, neuroendocrinology researcher Robert Sapolsky suggests that biology plays a significant role in behavior, and it is crucial to consider factors such as neurons, hormones, evolution, culture, and history.
While these approaches to behavior management may seem new, they have been around for 30 years. The challenge lies in convincing schools to move away from the traditional behaviorism model, which relies on rewards and punishments. Research shows that punishment is ineffective and often exacerbates the problem. Punitive measures fail to consider student perspectives and experiences, leading to feelings of alienation and disconnection.
Changing these deeply ingrained practices is not easy. Many schools still rely on punishments and rewards because they do not have alternative methods. However, it is essential to recognize that research supports these new approaches. A 2021 study by the American Institutes for Research revealed that out-of-school suspensions for middle school students have a negative impact on future behavioral incidents. Severely disciplining high school students also fails to deter future misbehavior.
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Implementing these new approaches requires time and training. Teachers and administrators need to undergo extensive training and coaching. Schools should focus on one method at a time and avoid overwhelming teachers with multiple programs. One school that successfully implemented these practices is Woodbury Elementary School in Iowa. By embracing Ablon’s program and prioritizing it in all aspects of school life, they witnessed significant improvements in behavior, with a decrease in office referrals and an increase in school safety.
However, not all teachers are on board with these changes. Some fear that this new approach may lead to even more frustration and disruption in the classroom. It is crucial for schools to provide adequate training and support to teachers as they navigate these changes. Teachers’ unions acknowledge the importance of behavioral programs but express concerns about the lack of proper training and support.
Despite the challenges, there is hope that this shift towards understanding behavior rather than relying on punishment will continue. Stuart Ablon draws parallels with the progress made in understanding learning disabilities. Just as dyslexia was once misunderstood and misattributed to laziness, the same shift in understanding is necessary for behavior. By recognizing that students lack certain skills, such as problem-solving and flexibility, educators can help them develop these skills and create a more positive learning environment.
In conclusion, the COVID-19 pandemic has brought to light the challenges of student behavior in schools. The traditional approach of punishment and rewards is proving ineffective. Schools that adopt alternative methods, focusing on understanding the underlying causes of misbehavior and addressing them through empathy and collaboration, are seeing positive results. It is crucial for schools to provide proper training and support to teachers as they navigate these changes and create a more conducive learning environment for all students.
Source: https://t-tees.com
Category: WHY
