Problem checklist (TRIPART SYSTEM)

Common Problems in the Classroom

                                          -  tripart system-

child having   problems in classroom (victim)

children who avoid or appear fearful of particular activities such as; messy play, movement experiences, playground equipment, certain sounds, smells, or tastes   children who appear clumsy, uncoordinated or do a lot of crashing and banging into or on objects, sometimes accidentally breaking toys   children who have difficulty with transitions, ie, stopping one activity and starting another   children who have difficulty with social interactions and relating to their peers   children who are unable to adjust to and meet challenges/difficulties that arise, i.e., asking for help and/or problem solving   children who have difficulty maintaining an optimal arousal level for activities, ie, energy level that is too high or too low  factors that cause children to misbehave

factors that cause children to misbehave (suspect)

• children experience being teased or bully by his/her playmates of peers.
• lack of exploration in the childhood years.
• unorganized environment that lead him to act unsystematically.
• un aware of social interaction to the family or may be lack of attention from the family members.
• it's because the family spoiled the child  that leads him to not do all the things independently.
• misbehave may cause from this following factors; busy family, no good environment, poor social interaction, lack of guidance and moral teaching from the adults.

teachers response of action (councilor)

   1.   Empower and encourage the child, avoid rescuing when the child is struggling (i.e., "hang in there", "you can do this", "you're ok" and "way to go")

2. Use positive praise and awards when the child tries his best, attempts something new, does something independently, initiates a project, asks for help, follows the rules, or accomplishes something even if the outcome is not exactly what it should be 

3. Be specific with constructive criticism; make positive statements about what the child DID accomplish then make suggestions or ways to improve clear, concise and/or elicit suggestions from the child on what is missing or how to improve next time 

4. Validate them, their efforts, choices and feelings no matter what! 

5. Establish firm, clear rules with appropriate consequences if the child breaks them. Follow through! 

6. Talk through a task/problem with the child if they are struggling 

7. Be aware of the child's signs when they are starting to lose control. Be proactive in dealing with the issues BEFORE the child has a meltdown 

8. Teach children about personal space and enforce staying within those boundaries and keeping their hands to themselves 

9. Help the child generate ideas, problem solve, make choices or think creatively 

10. Use alternative approaches (through the senses) to alert, calm, and stabilize the nervous system 

****DONE*****