Relationship Building as Means for Prevention of Behavior Problems in S

Many children come to school with demeanour problems that impede their learning and disperse the the learning of other children. As early as preschool as more as twenty-five percent of children demonstrate problematic behaviors which place them at risk for future negative school experiences (Conroy, M., Sutherland, K., Haydon, T., Stormont, M., & Harmon, J, 2009). These children exhibit aggression, defiance, bullying of others, distressing work habits, and acting out in class. Overtime these behaviors become continuing for some students and cyclical patterns of scummy behavior, reactionary discipline, failed relationships with staff and peers, low self-esteem, and poor faculty member performance plague these children. Many get winders feel frustrated as they spend the majority of their classroom management time on the corresponding few children separately day. This ongoing anger and frustration further isolates these students from their teachers. Attempts to teach expectati ons and proper school behaviors fail. These student frequently become problem students each year. Over the course of several years these students begin to see themselves as failures and actively begin self-sabotaging behaviors leading to a permanent loss of academic achievement of a lifetime of low self-esteem.Many children with severe behavior problems have significant emotional trauma, serious emotional losses, and deficits in affectionate skills. These problems never offically diagnosed or professionally treated despite their effects on the children. Children with chronically challenging behavior frequently come with a register of abuse or neglect. They often come from homes with significant instability or a chaotic environment. Often their parents have histories of drug abuse or mental illness. Acco... ...ocial Interactions in Head Start Classrooms and Early Reading, Mathematics, and Approaches to Learning. School psychological science Review, 40(1), 39-56.Conroy, M., Sutherl and, K., Haydon, T., Stormont, M., & Harmon, J. (2009). Preventing and Ameliorating Young Childrens Chronic Problem Behaviors An Ecological Classroom-Based Approach. Psychology In The Schools, 46(1), 3-17. Gest, S. D., & Gest, J. M. (2005). Reading Tutoring for Students at Academic and Behavioral Risk effects on Time-On-Task in the Classroom. Education & Treatment Of Children (ETC), 28(1), 25-47. Matheson, A., & Shriver, M. D. (2005). Training Teachers to Give Effective Commands Effects on Student Compliance and Academic Behaviors. School Psychology Review, 34(2), 202-219. Sitler, H. (2009). inform with Awareness The Hidden Effects of Trauma on Learning. Clearing House, 82(3), 119-123.