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## Kids Behaving Badly and Teachers Teaching Badly!

I’m on a rant again – there’s a lot going wrong with kids in schools. He then wonders why they are behaving so badly.

I recently stated that there are only two directions that children should follow when they have no idea what is going on in class. They often cannot read properly, so their chances of achieving in class are very limited. One direction they can go is to misbehave more and more. The other direction is to withdraw and hope no one notices that you can’t do the lessons.

The first group… They are intelligent but use their intelligence in a destructive way. These kids are smart, but very uneducated. They cannot use their intelligence to expand knowledge; they don’t have the basics to build on. They have no idea what they can achieve because their abilities have not been explored. It is assumed that since they are falling behind in class there must be something wrong with their intelligence levels.

A kid like this just started in my group. His behavior at school is terrible. — Daily violent confrontations, verbal abuse of adults and peers. His mainstream school also rates him as ‘brilliant’… Why can’t he do basic arithmetic then? He is 10 years old for love… He has to use his fingers to count to work out his times tables… He can’t do basic addition and subtraction calculations… He is almost 2 years old at reading age. below his chronological age… Yet his school considers him “brilliant”!

How was this decided? And why don’t they ask themselves, “If this kid is so bright but doesn’t reach such a scary level, what’s going on?” Or are they not aware that they are not achieving it?

But this does not merit consideration… It is much easier, because of the child’s alarmingly bad behavior, to blame him for his low success. It couldn’t be something the school is doing (or not!), could it? The child lacks academic skills, but his school results certainly do not indicate this fact…

Another example, this time of a girl who falls into the category of ‘I don’t understand but I won’t make a fuss’…

I was recently in a 3rd grade class. All the children were working on a computer math game to do with fractions: they had to paint a flag in various colors depending on which fraction was shown. I looked at this little girl and she simply clicked a square or two, over and over. I gently asked him if he understood what I had to do. He shook his head and I could see he was about to cry…it was heartbreaking to see a little boy so upset but not confident to handle the situation. A quiet and modest girl, but without a clue of what she was supposed to do…

It was clear that she didn’t even understand what a fraction was! But she was brilliant…before long she understood the basic idea and was happily coloring her flags. What about little kids like this little girl – they don’t understand but there’s nothing wrong with their intelligence levels? Poor little things, their time at school must often be a misery…

So much paper is collected about children, but what’s the point if it doesn’t help children get the help they need, or that children are doing well and need a challenge to expand their knowledge and keep them interested.

This reminds me of a major behavior problem I helped with a few years ago. A little boy: He was only about 5 or 6 years old with severely impaired behavior. I was called at school and I casually asked if he would like to read to me. He was delighted and chose a book. I was amazed, his reading was remarkable… Unbelievable for such a young child. When I asked the school what reading age their assessment indicated, they said they didn’t know because they hadn’t assessed it. But when they evaluated him they found he had a reading age of 10! A child with a reading age of one year… When the school met his abilities, the behavior problem was solved! It’s hardly rocket science, is it?

If you take the time and trouble to assess children, do you use the data you collect, or is it just a paper exercise required by Ofsted and the government?

If you start to see significant behavior problems, start thinking about why it’s happening… It could be due to inadequate behavior management or poor teaching. In this case, my definition of bad teaching is not meeting the needs of the children in your care! I know, no one teaches poorly on purpose, but differentiation is an important consideration, and can prevent so many problems! A valuable and vital investment of time…

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