Classroom Management Strategies for Children involved in bully/victim conflicts disorder
Considering the fact that the school environment ought to be conducive for children’s better performance, all hindrances preventing that objective should be eliminated. Children with disabilities are more prone to such acts within the school environment; nevertheless, there are various strategies that would be implemented to ensure they are disregarded. One of the strategies that would help in the management of such children would be social skills training (Baker & Myles, 2003). Taking into consideration that children that are opt to such activities have problems and difficulties in relating to other students, social skills training would be applied by the teachers. It is a behavioral therapy that enables a child to construe different communication signs so that they would get the appropriate message intended to be sent. As a result, it enhances the child’s ability to feel at place in social situations since the other children will be in a position to understand and respond appropriately (Kolbert, & Crothers, 2012). Comparatively, the social skill that the teachers might opt to use enables the students to have fewer difficulties in developing friendships in addition to meeting the school regulations because he/she will be in a position to handle social challenges in an apt manner.
The social skills meant for the kids ought to encompass various steps. For instance, the specific social skill ought to be recognized bearing in mind that it would be the first step in the elimination of the problem (Rapoport, 2009). Failure to that, the problem might not be solved in an appropriate manner. As a matter of fact, each social skill holds certain steps in the process of impacting it on the children for better outcomes. Coupled with that, presenting a model or displaying how to perform the skill would ensure that the children imitate the right skills that would ensure that the challenges faced initially are eliminated (Kolbert, & Crothers, 2012). Allowing the children to practice as well will foster the mastering of the skill bearing in mind that they are kids, and are prone to forgetting. Hence, practice from time to time facilitates them to master the skill and reinforcing the acceptable skill within the school environment. Eventually, all the children within the school environment will have a humble learning environment that would ensure that they attain their goals and objectives while at school (Kolbert, & Crothers, 2012).
Social skill training would help students who bully others as well as children with disabilities at school develop social skills that would result to strong and positive peer association with other students (Dunn, 2006). Bearing in mind that the deficits in social skills are the major reasons why children become bullies, ensuring that they develop the positive relationship with others implies that they would have no emotional disruption minimizing the destructions at school for better performance. The improvement in social skills would ensure that students spend more time together as a group something that ensures that there are similar group norms reducing the chances of unwanted behaviors such as bullying do not exist. Besides, punishing such students would push them away from others increasing their urge to revenge for the punishment that they were given (Baker & Myles, 2003). Without a doubt, social skill training would be mentioned as a strategy that would be applied as a classroom management strategy for children involved not only in bullying, but also those that a disabled in one way or another.
Reference
Baker, J. E., & Myles, B. S. (2003). Social skills training for children and adolescents with asperger syndrome and social-communication problems. Shawnee Mission, Kansas: Autism Asperger Pub.
Dunn, M. A. (2006). S.O.S. social skills in our schools: A social skills program for children with pervasive developmental disorders, including high-functioning autism and Asperger syndrome, and their typical peers. Shawnee Mission, Kan: Autism Asperger Pub.
Kolbert, J. B., & Crothers, L. M. (2012). Understanding and managing behaviors of children with psychological disorders: A reference for classroom teachers. London: Continuum.
Mallon, B. (1998). Helping children to manage loss: Positive strategies for renewal and growth. London ;Philadelphia: Jessica Kingsley.
Rapoport, E. M. (2009). ADHD and social skills: A step-by-step guide for teachers and parents. Lanham, Md: Rowman & Littlefield Education.
