Behavioral Disorders

One of the key responsibilities as an educator is to help students learn. A major problem when trying to accomplish this goal is managing classroom behaviors. It is challenging for an educator to teach in a chaotic environment. As a result, teachers seek different routes to manage these behaviors. This research was designed to give layouts and strategies on making the management of these behaviors easier.

The first behavior that will be discussed is tattle-telling. The Webster Dictionary defines tattling as “ telling a parent, teacher, etc., about something bad or wrong that another child has done. Presuming how to deal with what we regularly call “tattle-tattling” can take a lot of time and unnecessary energy, and as a consequence, teachers tend to tell students to not tell on each other. Actually, some schools go as far as banning “tattle-telling”, and teachers are uncertain about how to enforce the “no-telling” rules.

An article entitled, “ What to do About Tattling?” laid out four common reasons for why children tattle: Legitimate Concerns, Need for Information, Wish for Attention and Recognition, and Limited Problem Solving Skills.

1. Legitimate Concerns: Students may have good reasons for concern about others’ behavior and its effects on them and their friends. We need to fully embrace this truth rather than just pay lip service to it. 2. Need for information: Some children may be testing the limits or trying to figure out whether you’ll enforce rules. When we respond with a disapproving “Remember—no tattling,” or a pointed question such as, “Do I need to know that?” they become confused. 3. Wish for attention or recognition. Some children want us to notice them or to acknowledge their efforts at following the rules. With their regular reporting and need for constant affirmation, these children can