Addressing the Roots of Classroom Behavior Problems
By Frankie Wallace
In a 2019 report, based on a survey from 1,900 elementary school teachers, 25% of the teachers reported that they witness children in their classrooms throwing tantrums or having other behavioral issues a few times each week.
Behavioral issues in the classroom are nothing new. Some kids have always struggled with their behavior more than others, and that comes across in a school setting.
What has changed, though, is how we can learn more about the root of these behavioral issues, and what can be done about them. Things like talking back to a teacher, throwing a tantrum, or showing disrespect obviously shouldn’t be allowed in a classroom setting. Depending on the severity of the incident, it’s normal for a teacher to exert some kind of punishment, whether it’s staying after school, or bringing that student’s parents in to discuss further options.
But instead of going straight to punishment, it’s important to understand what might be causing such behavior in the classroom. When a teacher and parents can get to the core of the problem, that’s when real, lasting changes can be made.
So what are some potential roots of classroom behavioral problems?
Listening to Learn
Listening to Learn
As a teacher, your job is about more than just educating your students. It’s about listening to them. For starters, every student learns CONTINUE READING: Addressing the Roots of Classroom Behavior Problems - Teacher Habits
Why Districts Are Reluctant To Let Even Struggling Teachers Go 
Those who want to reform public education in America have made one thing abundantly clear: they believe that teachers are the problem. They don’t often come right out and say so, but their actions are unmistakable. They weaken tenure protections because they want districts to more easily be able to dismiss veteran teachers. They end last-in-first-out policies for the same reason. They attack unions because they are the only thing standing between a teacher’s job and an administrator’s desire to give it to someone else. They push for new teacher evaluation systems as a way to identify the bad apples and to legitimize their removal, because who can argue with data? They advocate for more charter schools because charter leaders don’t usually have to deal with pesky unions who make it more difficult to fire substandard educators. They back alternative certification schemes as a way to undermine current professionals. And in perhaps their biggest tell, they pitch an absolute fit when their best-laid plans go to waste because the damn principals still won’t fire teachers!
Reformers believe that America can fire its way to better education. The so-called “5-10 percent solution,” a product of economist Eric Hanushek, is often cited by reformers. As you probably gathered, it posits that American education would improve if we consistently fired
CONTINUE READING: Why Districts Are Reluctant To Let Even Struggling Teachers Go
