# data[].attributes.body
Sometimes teachers have challenging students to deal with inside the class, it is a really hard work with them because dealing with challenging students is difficult in every way. In this cases, teachers apply different strategies, or make different activities, or simply, they just making the FAIR plan. Being a teacher is a challenge everybody is capable to deal with, people just have to know how.

# data[].attributes.body
When working with students like Ken, it’s important
to avoid power struggles that may escalate the con- sequences and inadvertently reinforce the negative behavior. Behavior happens for a reason and is a form of communication; determining the intent or function of the behavior—the F in the FAIR plan

# data[].attributes.body
To help teachers remember the steps involved in deci- phering behavior and developing an effective plan, we’ve created the acronym FAIR: F is for understanding the function of the behavior, A is for accommodations, I is for interaction strategies, and R is for responses.

# data[].attributes.body
Kids may prefer

negative attention because it’s dramatic,e cient, predictable, and more obvious than positive attention.

# data[].attributes.body
Teachers need to rely on concrete, easy-to-implement strategies to nurture students and convey to themthat they are liked, respected, and safe.

# data[].attributes.body
Once we know the function or intent of the student’s behavior, it’s easier for teachers to create a plan to change the behavior.

# data[].attributes.body
The replacement behavior needs
to be as easy to implement as the inappropriate behavior, or it won’t stick.

# data[].attributes.body
When a student has a behavior incident, teachers document the incident either in their class notebook, in an e-mail to the principal or parent, or in a separate journal. Spending the time to take these notes is worthwhile because it con- tributes to a solution.

Taking notes in an ABC format2can help teachers see patterns in students’ behavior.

# data[].attributes.body
Escape-motivated behavior occurs when a student attempts to avoid a task, demand, situation, or person.

# data[].attributes.headline
Example of activities to do with an aggressive child

# data[].attributes.subject
Example of activities to do with an aggressive child

# data[].attributes.body
Click on the image to see it.

# data[].attributes.body
Teachers can discover that inappropriate behavior is malleable and temporary—and that they can help their students thrive.

# data[].attributes.body
Use strength-based terminology to describe students.

Avoid power struggles.

Avoid yes-or-no questions or saying, “OK?” when making a demand.

Give a demand and move away, avoid making eye contact or hovering.

Give indirect demands (such as, “Oops! Some of you still need to put your names on your papers”).

# data[].attributes.headline
The Oppositional Child: Strategies That Work

# data[].attributes.subject
The Oppositional Child: Strategies That Work

# data[].attributes.body
The oppositional child typically has frequent tantrums and angry outbursts, excessively argues or questions rules, and often blames others for his or her mistakes.

# data[].attributes.body
Use natural consequences as a motivator (instead of saying, “Do your spelling,” ask, “Oh, I wonder whether you’ll do well on the quiz if you don’t do your spelling today?”).

If a student asks a challenging question (such as, “Why do I have to do this worksheet?”), set a limit (such as, “You need to do this worksheet before you can play the math game”).

Set limits that are enforceable, reasonable, and clear and simple.

Use incremental rewards and consequences.

# data[].attributes.body
The anxious child may be easily frustrated, startled, or upset. He or she may have dif culty completing work; have somatic complaints, such as stomachaches or trouble breathing; and exhibit fear, irritability, or anger. He or she may engage in ritualistic or repetitive behavior, have inconsistent patterns in what triggers problem behavior, or frequently express worry.

# data[].attributes.headline
The Withdrawn Child: Strategies That Work

# data[].attributes.subject
The Withdrawn Child: Strategies That Work

# data[].attributes.body
The withdrawn child has low energy, interest, or motivation to do work. He or she is often irritable, rarely expresses joy, and may be depressed. Young children with depression may expe- rience headaches or stomachaches, refuse to go to school, act clingy with a teacher, or feel something bad is going to happen. Older children may sulk, act bored, lose interest in friends and activities, and get into trouble at school.

# data[].attributes.body
Modify the schedule, if possible, so the student can alternate between classes he likes and those he may not like as much.

Arrange an alternative recess with fewer students that involves a quiet, highly structured activity.

Give open-ended, exible assignments.

Offer hands-on experiential lessons.

Encourage daily self-calming practice.

# data[].attributes.attachment_link.title
#5 Classroom Management - Challenging Students & Composure | A Classroom Diva

# data[].attributes.body
(Harvard Education Press, 2012).

# data[].attributes.body
Being a teacher is not easy, and deal with challenging students isn't either. As teachers it is important to know how to work with each type of child and how to plan the class according to students' behaviors.
Also, it is important to think in innovating strategies that work with those challenging students, but nowadays we have all the media to work with them and to convert those bad behaviors into good behaviors.
We need to take into account that interaction is a key action to this problem, because as teachers it is important to interact with students and to build a nice relationship with them.
Let's be nice since the beginning with every student and give them the confidence they need to improve and be better.