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Dealing with anger and attachment issues and managing the rest of the class

Discussion in 'Behaviour' started by breadmaker, Mar 29, 2012.

  1. breadmaker

    breadmaker New commenter

    Please could anyone help. A new child in my Y4 class have huge issues with anger and trust/attachment. Even with additional 1-1 support all day (for the safety of the others) he is violent and unpredictable. What is the quickest way for me to be able to get him the help he needs?
    Does anyone have any proven strategies that may help to keep things calmer as he seems to go from 0-60 for no apparant reason and this totally interrupts the teaching of the rest of the class.
     
  2. Tom_Bennett

    Tom_Bennett Occasional commenter

    Hi. Terribly hard to cope with as a classroom teacher: glad you have 1-to-1 support at least.
    1. Time and routine may bed in with him; be consistent, let him know exactly what your boundaries are (make them explicit) and what the consequences of good/ bad behaviour are- and then HOLD FAST to them. This will give him a security net or 'normal' and the climbing frame within which he can relax, knowing he knows where he stands. At first it will take time and tears, especially if his behaviour is very ingrained. But most kids can modify their behaviour with time and patience from the sculptor.
    2. Ed psych consult? If he hasn't already had one, consider it.
    3. Remove him from peers whenever he blows off, and have a strategy in place for this to happen before you need to do it. Supervised isolation is a powerful social pressure point; teach him that integration with a group is subject to his acceptance of communal behaviours, not selfish tantrums.
    4. Hopefully these will do some good. Give them time. But if they don't, do not flinch from using standard removal sanctions up to, and including exclusions. You have a whole class of other kids who need to be kept safe, and deserve to learn, just like him.
    Good luck

    Read more from Tom here on his blog, or follow him.
     
  3. hzl

    hzl

    breadmaker - good luck! I am glad you have 1:1 support for him. Tom, as always, gives sage advice. You could try the time and routine with timers, it might work for a visual representation. (As in: "In five minutes we/ you finish this activity, when the timer runs out". Visual timetables? Separate workspace - his own small table with his 1:1 support person).

    1:1 support possibly means that parent's acknowledge there is an issue, so getting an Ed Psych consult should be relatively easy if he hasn't had one.

    On a similar vein, do you have any advice, Tom, for children in the same violent situation, both a danger to themselves, the class, the teacher, but no 1:1 support, teaching assistant not on the ball (and to be fair, probably does not want to be in the area of danger) no support from school/ head teacher, all other classes refuse to take the child in a buddy/ time-out system? No IEP, no acknowledgement from parent that there is a serious issue? I agree that the other children need to be kept safe, as well as the teacher covered in bruises (and the class children, the violent children in question have spectacular aiming, whatever the situation). How does one *not flinch* from using *standard removal sanctions* (define please?), if unsupported by the school?
     
  4. breadmaker

    breadmaker New commenter

    Thank you so much for your reply.
    We are getting more confident dealing with him and are becoming very matter of fact about it all- bad behaviour= consequence/sanction and that's that- kick, scream, punch all you like but it goes ahead and you are not being "picked on"- you did the crime you do the time!
    EP has been to observe and has noted definite concerns/issues but no more than that at the moment as EP is new to our school and LA so he was going away to investigate what might be a more appropriate placement in the long term.
     

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