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In our classroom we can meet with different types of children and behaviors. There are the students that demonstrate self-regulation, plays well with others, contributes to the classroom com-munity, and follows rules. On the other hand, other children that struggle through the day, leaving behind them a trail of chaos and bad feelings.

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Ten percent of kinder-gartners show behavior problems or disrupt their class. Children with self-control problems rarely succeed academically. Once teachers stop thinking of disruptive children as naughty and instead think of them as lacking social and emotional skills, we can see the situation as no more challenging than teaching the basics.

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In the same way that educators have identified language skills, researchers have identified key social and emotional skills that underlie children’s ability to succeed in school. And just as we’ve learned how to strengthen students’ foundational skills in cognitive domains, we can help students with difficulties to build the interpersonal skills they need to move successfully through the school day.

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Students tend to behave well for teachers they like and who like them. The teacher’s task, is twofold: to build relationships with kids who pull away and to help these children see teachers as valuable resources. Send a message to the student that you truly enjoy their chats and his company. This is one of the most effective ways to improve a student’s cooperation.

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Children enter the classroom community at different levels of social competence. Some can easily navigate working in groups, others are still mastering working in pairs. Set up areas in the classroom where students can work alone, in pairs, or in small groups.

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It’s frustrating when children fail to adapt their “home” behaviors to meet classroom expectations. Sooner or later, most students conform to expectations. But for others, adaptation is much more difficult. We can help these children by letting all students participate in creating classroom guidelines, helping them understand what those guidelines look like in practice, and enforcing guidelines consistently.

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Most young children are not programmed to stay still for extended periods of time. Research indicates that getting kids active leads to improved concentration and learning. Get all students out of their seats for frequent “brain breaks” before doing concentrated cognitive tasks.

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When we don’t invest time to teach students social and emotional skills, we opt to be interrupted with defiance, bickering, and worse. We can spend our time reacting to disruptive behaviors, or we can invest our time in helping students gain social and emotional competencies so they can manage their own behavior.

Teaching social and emotional skills, taking students from where they are to where they need to be, is similar to teaching skills in any domain. To become increasingly competent, children need to feel both capable of and excited about learning. They need a supportive environment, multiple activities, and sufficient practice to internalize skills like how to develop relationships and how to resist the urge to grab something they want.

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(Students Who Challenge Us, 2012) https://drive.google.com/file/d/0B3d0NBiDBjFMcmRXS1lST1pXcjA/view