Issue #5

Behaviors Discussed in this Issue:

• Why Children Avoid Handing In Classwork

• Why Children Cling To Teachers or Are Very Needy

• Why Children Are Clumsy

• Why Some Children Make Inappropriate Comments

• Why Children Have Trouble Grasping Concepts

Why Children Avoid Handing In Classwork

Academic Possibilities: There are many possible academic reasons why children may avoid handing in classwork.  However, they can probably be summed up into three categories.  First, academic work is too difficult and no longer worth the effort.  Second, a lack of motivation to do the work may be present. Whether that is due to boredom, laziness, etc. will need to be determined. The third possibility is the fear of reaction to poor work or incorrect work.

Environmental Possibilities:  Many environmental reasons can lead to children avoid handing in their work.  They may not have parental supervision, the family does not value education, there are family problems or the environment where homework is to be done is not conducive to studying.

Intellectual Possibilities:  Some children may not have the intellectual ability to complete class work as fast as their peers.  Those with low IQs may take much longer to read and write than their classmates.  After a while, it becomes too frustrating for them, and they decide altogether to give up on doing class work.  Also, students with high IQs may stop doing classwork.  They do not see the purpose of doing practice work for spelling when they can already spell the words. They take tests and always get A’s, so why do the classwork?

Language Possibilities:  Some children may have difficulty either understanding language or in verbal expression.  Their inability to do the assignments may be too overwhelming. Therefore, they  avoid handing in work since they may feel that  regardless of their effort, they are destined to fail.

Medical Possibilities:  Some children may not be handing in their classwork because there is a medical problem.  These include visual impairments, hearing impairments, brain damage or injury to nervous system to name just a few.

Perceptual Possibilities:  Some children have great difficulty decoding and encoding words.  They see letters differently than the rest of us, with the classic example being the dyslexic child.  For these children, classwork can be an absolute nightmare.  What would take most children one hour, takes these children five to six hours, and they still do not finish what was assigned in class.  Perceptual problems lead to increasing frustration, which gets to the point where there is no purpose in doing classwork because it is too hard and requires too much mental and physical effort.

Psychological Possibilities:  There are many possible psychological reasons why children do not hand in their classwork.  First, it could be that they cannot handle the responsibility and demands of classwork, which leads to frustration.  Second, they may want to upset their parents and/or teachers.  This form of passive aggressive behavior can create the ability “to get back at authority figures”.  Finally, they have learned that they gain “negative attention” for not doing certain tasks which they know are important to the authority figures in their lives. And sometimes negative attention is better than no attention at all.

Social Possibilities:  Children may not hand in their classwork because they are too involved with their friends and social activities.  Some children put social life before academics.  Consequently, it is more important to be a “social butterfly” rather than doing classwork.  Also, for some children, they hang out with a crowd that doesn’t believe doing school work “is a cool thing to do”.  Not wanting to be different, they follow the group ideas rather than doing what they actually know is the right thing to do.

What to Do When This Happens

• Have a 1 to 1 talk with the student about why he/she is not completing assignments.
• Find out from the student what can be done to get the assignments done.  Do not use this time to criticize or be harsh.  It is here where you want to express to the child that you are trying to help him/her
• Explain the importance of doing classwork and why it is critical that it be done when required
• Figure out with the student what type of reinforcement will work for him.  Find out what it is that will motivate him to do what is required.
• Be sure to explain to the child that if his behavior continues that there will then have to be negative consequences.  Have an idea of what these consequences might be (e.g. stay inside during recess) before talking with the student so that when you do speak to him it is very clear what they will be.
• See if you can get a peer in the class whom the child can work with and model.
• Be sure to ask the student if he understands directions to assignments. Many times, children will need clarification in order to succeed.
• Contact the parents to see if there are any underlying circumstances which are causing the problems for the child. Try to be solution oriented with the parent and avoid pinning or inferring blame. One never knows whether the parents have tried everything, and they themselves are totally frustrated. There are many times when parents do not know what to do and are uncomfortable in asking for help. Try to work as a team in coming up with a plan. Send a note home to the parents at the end of the day to explain what has been done and what is due from the child for the next day.
• If necessary, discuss with the school psychologist about the possibility of setting up a behavior modification program for the child in the classroom so that reinforcement is delivered in an appropriate manner.
• If the problem persists to the point where it is affecting the child’s everyday functioning, his situation should be brought up to the Child Study Team in the school so that his situation is appropriately evaluated.

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Why Children Cling To Teachers or Are Very Needy

Academic Possibilities:  Some children who lack academic success may feel a sense of learned helplessness. This originates when significant people in the child’s life do many things for the child that he should be doing independently. For instance, if a parent does much of a child’s schoolwork just to get it finished, then the child learns to be helpless to avoid failing. Learned helplessness can be exhibited in clinging behavior since the child is so unsure much of the time as to what to do.

Environmental Possibilities: Children may cling or be very needy as a result of environmental deprivation resulting from loss of a parent, inadequate parenting which does not offer boundaries or limits, and lack of nurturance or parental reinforcement of immature behavior.

Intellectual Possibilities: Sometimes, children with limited intelligence may be needy and cling as a result of their serious limitations in academics and immature social skills.

Language Possibilities: Children with language problems may require extra attention due to their lack of confidence in school. Clinging to the teacher may be safer than the possibility of rejection or ridicule by peers.

Medical Possibilities: In some cases, a child who has a serious medical condition may cling for reassurance and a feeling of “protection”.

Perceptual Possibilities: Same motive as Academic Possibilities and Language Possibilities.

Psychological Possibilities:  Inadequate emotional development brought on by parental rejection, lack of emotional involvement, favoritism to another sibling, parental tension in the marriage, and so on can result in children searching out other anchors, since they feel like they are “drowning”. But, like someone who is drowning, his/her behavior is intense, impulsive, needy, and anxiety driven. These children may be very intrusive and behave in such a preoccupied manner that clinging is the only way they feel anchored.

Social Possibilities: Children may cling or be very needy as a result of neurotic social needs for reassurance and acceptance. Feeling out of control and insignificant if not accepted by peers may make children continuously go back for reassurance. Their social inadequacy, like a cup with no bottom, needs to be continuously filled with reassurance. However, people soon tire of this and either reject or avoid them, which then creates such high anxiety that these children need more and more reassurance.

What to Do When This Happens

• Keep in mind that clinging behavior is a serious indication of child’s vulnerability.  His/her need to anchor to some adult indicates a need for protection and safety.  You may find that these children may tend to be very controlling and do not respond well to logic and reasoning.  As needy as they may be, there is also a sense of manipulation on their part.  Further, understand that the more controlling and manipulative a child becomes, the more out of control he/she actually feels.  The extreme need to control is a child’s way of fighting off the feeling of insignificance and abandonment.
• Meet with school psychologist to determine whether there are any extenuating circumstances which may be causing this need for extra attention.
• As strange as this may sound, when dealing with a clinging child, move him closer to your desk.  This is because proximity may provide security.  Further, it is also easier for you to interact with the child if he is not appropriate than if he was sitting in the back of the classroom.
• The next thing to keep in mind at this point is that we need to empower the child so that he feels less vulnerable.  Empowering the child with some predictability and some form of structure enables him to feel more stable.  As a result, this stability should reduce his clinging behavior which may be motivated by tension and fear.
• Try this technique to control the child’s clinging nature:
• 1. Initially, provide the child with five (5) index cards. Written on each card will be the words “ATTENTION CARDS”.  Inform the child that he has five (5) passes to use during the day which will offer him some undivided attention.
  2. Meet with the child and form a list of short activities that would be realistic for you and the child to do if he uses one of the cards. For example, meeting alone while others are at lunch, being a class helper, helping the teacher clean out the closet, going over the child’s classwork on one to one basis, etc. 
  3. Be very direct with the child that using a card may not mean that he will get attention at that moment but will get attention as soon as it is possible.  In this case, try to be as definitive as possible, i.e.; 10 minutes from now, after math class, during recess, etc.
• As this progresses over time, shorten the number of cards the child receives.  If all works as planned, cards will not be necessary in the future.  The reason for this is that the child’s sense of reassurance comes in the realization that he has the power if he wants it.  Just by knowing that it is there, is often times all the child needs for security purposes.
• The question of whether or not this is a realistic suggestion (ATTENTION CARDS) is a fair one.  Yet, think about how many times during the course of the day you give a clinging child attention.   This suggestion that we are offering involves structure not only on the child’s part but also yours.  It can work but it must be correctly done.   Also, what makes this technique powerful for you is that it gives you the power and takes it out of the hands of the child.

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Why Children Are Clumsy

Academic Possibilities:  Same motive as Psychological.

Environmental Possibilities: Same motive as Psychological

Intellectual Possibilities:  Intelligence is a general term covering many areas.  Yet, one such area deal with spatial perceptual abilities.  If this intellectual area is weak in children, it could lead to clumsy and awkward behaviors.

Language Possibilities:  Not applicable

Medical Possibilities:  Some children may have medical problems causing them to be clumsy.  It could by something very minimal to something much more severe. There also may be muscular or coordination problems that may need to be reviewed by a neurologist. If you see an awkward or clumsy pattern in the child’s movements contact the nurse immediately.

Perceptual Possibilities:  Perceptual difficulties can obviously lead to clumsiness.  If children see things backwards or cannot discriminate between figure and ground, or spatial relationships,  then a sense of balance may be very difficult.  They may end up being very clumsy in areas which most children have no problems handling.

Psychological Possibilities: There are cases where children will pretend to be clumsy because it brings on laughter by friends and family.  Psychologically, this gives them the attention that they are seeking.  Also, anxiety can create clumsiness.  Being anxious can create a sense of fear and tension thereby producing movements which are awkward.   Also, anxiety can preoccupy a student’s mind and make them less aware of their surroundings.

Social Possibilities:  Some children get very anxious or nervous when involved in social activities.  Consequently, they become very clumsy in their movements and speech because of the fears and insecurities they are having at the current moment.

What to Do When This Happens

• Have a discussion with the physical therapist or occupational therapist within the school to find out if the child has in his records any history of medical problems which you are not aware.
• Provide a safe environment within the classroom for this child.  In his area, separate the desks so that moving around is easier.
• Never bring his clumsiness to the attention of the class.  Most likely, the child is not doing this on purpose, and should never be made fun of or ridiculed for his clumsiness.
• Try to provide activities in the classroom which can help the child with the motoric skills which he has difficulty doing.  These tasks can be obtained from your school physical and occupational therapist.
• Sometimes, children who are clumsy may simply be rushing their activities. They are thinking of too many things at one time.  If this is happening, encourage the child to slow down and explain the importance of taking his time.
• If you feel the child is acting clumsy to simply get attention first speak with the school psychologist to get some techniques in working with the child.
• If the problem persists to the point where it is affecting the child’s everyday functioning, his situation should be brought up to the Child Study Team in the school so that his situation is appropriately evaluated.

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Why Some Children Make Inappropriate Comments

Academic Possibilities:  Inability to complete or understand academic assignments may trigger acute anxiety in some children. As a result, this nervous tension may be released through inappropriate comments.

Environmental Possibilities:  Some children who make inappropriate comments may be doing so as a result of poor parenting skills.  Perhaps their parents have not set boundaries or made the child aware of consequences for inappropriate actions. Further, the child may not feel he receives enough attention and may “ask” for the spotlight in the classroom inappropriately.

Intellectual Possibilities:  Some intellectually low functioning children may exhibit some of these symptoms as a result of immature behavior.

Language Possibilities: N/A

Medical Possibilities:  Inappropriate, unusual, or unexplained comments, sounds, animal sounds and so on may be an indication of Tourette Syndrome. Tourette Syndrome (TS) is a neurological disorder that appears to be genetically transmitted in most cases. Tourette Syndrome is one of a number of disorders classified as Tic Disorders. Tics are involuntary movements which present themselves through motor or sound. Tourette Syndrome has several forms, one of which is Complex phonic tics. These represent involuntary linguistically meaningful utterances or expressions, such as repetitive use of phrases. Examples include:

•  making animal-like sounds
•  unusual changes in pitch or volume of voice
•  stuttering
•  coprolalia: socially taboo phrases or obscenities sounds

Perceptual Possibilities: NA

Psychological Possibilities:  The release of nervous tension or a nervous habit may account for this behavior in some cases which may then be secondarily reinforced by social reactions.

Social Possibilities:  Some children tend to get social recognition for their “ silliness” which in some cases may involve inappropriate comments.  These behaviors are reinforced by the laughter or reactions of his classmates. The child therefore “chooses” social status in spite of classroom consequences.

What to Do When This Happens

• Be sure to contact the parents and have the child checked immediately for any neurological or medical problem.
• Discuss with the student whether or not the comments being made are voluntary or involuntary.
• Assuming the noises are voluntary, explain to him that you will not tolerate this type of behavior in your classroom.
• Explain that this is a classroom not a place for games and joking all the time.  His behavior is inappropriate and it must stop.
• If the behavior stops, reward the child privately so that he notices that you are aware that he is doing a better job controlling his behavior.
• If the behavior does not stop, enforce a punishment which will teach child that his noise making needs to stop.
• Give the student more opportunities to participate in class so that he has the chance to make comments in a constructive way.
• When the student raises his hand, provide verbal praise so that he knows that this type of behavior is what is expected of him in your class.
• Have the student sit next to a peer who exhibits behaviors which you would like reinforced.
• Be sure that you do not reinforce the behavior by laughing at what the child is doing.  Sometimes, his comments may be funny and amusing. If this occurs you will just make the situation worse.
• Meet with the school psychologist to see if there are any extenuating circumstances that might be creating this pattern of inappropriate behavior.
• In order to deal with this pattern, you must understand the different sides that are working at the same time.  First, the child’s need for attention is not the problem.  The problem is in the child’s choice of behaviors to derive attention.  Therefore, you need to do the following:
• 1.  Provide the child with controlled attention when he least expects it.  For example, go over to him when not expected, call him up to your desk for reassurance or observation of a positive behavior when not expected, and let him know at the end of the day the things that you found to be most positive.
• 2.  Meet with the child individually and preempt the inappropriate behavior.  This means that you need to tell the child before he enters the room in the morning that you will not allow him to act in this manner in the classroom any longer, and, there will be serious consequences if the rules are not followed. These consequences should be determined prior to discussing this situation with the child.  Explain that you expect cooperation, and that if necessary, you will provide him with other outlets for comments. This may have to be repeated over several mornings to reinforce the seriousness of your beliefs.
• If the child’s inappropriate comments become much worse or do not stop then the child should be referred immediately to the school psychologist and/or Child Study Team.  Children who are not able to respond to external boundaries may be involved in a much more serious problem than at first thought.  The quickness of the referral in this case is best for all involved.

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Why Children Have Trouble Grasping Concepts

Academic:  There are certain concepts which are easier to grasp than others.  This is true for all people.  Some children have strengths in certain areas while weaknesses in other areas. Regardless, the fact is, there are certain academic concepts we all do not get. This is the way academics work.

Environmental:  In some homes, children have parents whose education may be limited.  Children will often bring their homework to their parents to help them when they cannot do certain topics.  Unfortunately, their parents are not able to help.  These children then cannot complete their homework and fall behind in classes.  Falling behind can lead to a lack of understanding of new concepts. How can a child learn how to divide 2 digit numbers when he never learned how to divide single digit ones?

Intellectual:  Part of the definition of intelligence is based on the ability to learn.  The fact is, the higher one’s intelligence, the greater the capacity to learn and grasp new concepts.  If a child has low intelligence, this will make it much more difficult to understand and grasp new concepts, especially abstract ones that other children may find easy to do.  Children with higher levels of intelligence also have an easier time grasping abstract concepts.  Children with low levels of intelligence have a more difficult time grasping concepts because their thinking tends to be more concrete.

Language:  Children who have problems understanding language will also have great difficulty grasping certain concepts if they are either explained too quickly or not explained in their native language. If he can’t understand what the teacher is talking about, then there is no way he can move forward and do the work required.

Medical:  Not applicable

Perceptual:  Grasping certain concepts can be very difficult if a child has perceptual problems.  One of the classic examples is learning certain movements in gym class.  When children play on scooter cars or square dance, there are rules to follow regarding moving left and right.  For children with perceptual problems, this can become increasingly difficult (for some it is impossible without proper training), and thereby leads to ultimate failure.

Psychological:  There are some children who do not grasp concepts because it gives them attention.  By telling everyone that “they need help”, they are looking for reinforcement.  As parents and educators, we might run over to the child and give him the extra help needed rather than let the child figure it out on his own. The psychological need for attention thereby creates a situation where the child realizes that by claiming to not get a particular concept, he will become recognized and be showered with extra time.  Another possible reason for a child having difficulty grasping concepts may be due to the presence of anxiety.  In this form greatly limits ones capacity to concentrate memorize and focus.

Social:  Some children may not grasp a concept because they may be too busy thinking about what is going on with their friends.  Also, they may not want to admit that they understand certain concepts if they know they are the only ones who do.  This may make them feel different from everyone else.

What to Do When This Happens

• Sit down with the student one on one and ask the student which particular areas he is having the most problems with and why he thinks the problems are occurring.
• Tell him that it is OK to tell the truth.  This way, if the problem is with your teaching style, he will not be afraid to say what is truly problematic for him.
• Tell the student that you are not punishing him; rather, you are just trying to help.  The student needs to feel comfortable talking with you because he may feel embarrassed about the situation.
• If you feel that the child’s difficulties are the result of being overwhelmed, very anxious or a fear of failure, then you may want to present the child with shorter but more frequent exercises.  In this case, the child may have the ability to grasp the concept but his anxiety causes his thinking to become foggy thereby limiting his performance.  Children who are very anxious need to feel empowered and more in control in order to accomplish academic requirements.  Presenting this child with a foundation of success over a repeated period of time should make him feel less out of control.
• After determining what the concept is that the child has difficulty with, tell him that you will not call on him in class when this topic arises unless he raises his hand.  This way, he won’t feel anxious or nervous over the problem.
• Tell the student that you will meet with him before, during or after school (if this is possible) to help him with the concepts that are difficult.
• If the problem persists to the point where it is affecting the child’s everyday functioning, his situation should be brought up to the Child Study Team in the school so that his situation is appropriately evaluated.

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