Managing children with emotional and behavioural difficulties in the classroom : a case study

Abstract

Pupils' misbehaviour often creates serious problems for teachers. Apart from interfering with the teaching and learning process, it also threatens to undermine teachers' control over their class and can lead to a vicious cycle of aggressive interaction between teachers and pupils. This dissertation reviews the literature on how teachers can support the education of children with emotional and behavioural difficulties. A child was identified as having emotional and behavioural difficulties using the Rutter scale. A baseline was established through questionnaires with the child's previous and current teachers, the Head of School and also from observations in the classroom. A number of behaviours were targeted and a positive behaviour management programme was designed. The programme was implemented by the author during teaching practice. An evaluation of the programme showed a very significant decrease in inappropriate behaviour (chatting, fighting with other children, hitting them and other off task behaviour) with a corresponding increase in appropriate behaviours (participation in lessons and other on task behaviour). Further strategies and suggestions for effective ways of supporting children with emotional and behavioural difficulties are also given.