As practitioners, it is vital for us to always look wider than within a classroom environment. For us to fully comprehend why children behave and respond the way they do, we must firstly understand what triggers their behaviour (which can often stem from their home life and mental development.) Through watching Suzanne Zeedyk and John Carnochan speak about relationships and its importance in terms of behaviour management, I now have a more in-depth understanding of the complexities of behaviour issues in a class.
One key point from these videos is that babies’ brains are extremely flexible, meaning they can cope and adapt to all types of environments. Devastatingly, many children spend the first few years of their lives in abusive, unloving homes, where they lack nurture, love and care. Unfortunately once this key pathway is established, this is usually the pathway that they carry forward into their adulthood. At this age children need consistency in their life which is why school or nursery is often their safe circle; a place they can go to receive nurturing and support.
This is why it is so important for teachers to be adaptive and supportive. We can’t always expect children to come into school and behave perfectly because if they have come from a stressful environment at home they often find it difficult to empathise and connect with people. As teachers, we need to change children’s attitudes and break down barriers so that children understand they do have someone to open up with. Teachers often do this by connecting with other agencies and people in the community who can support the individual even outwith school hours. By spending extra time developing social skills with children needing support, you might be the difference to someone acquiring these essential social skills or not. It is vital for children to feel like they are able to open up and trust you.
