Health - Environment and Learning

• Bullying
• Classroom Environment
• General Information
• Guidelines
• Healthy Childhood
• Internet Sites
• Online - Electronic Environment
• Teaching Methods



• Forum - Classroom Environment: Educator Viewpoints

Our goal at this site is to provide research information (selected articles) and Forums (submitted suggestions/opinions) to help educators improve their classroom environment and teaching methods. We are asking teachers/administrators to share their successful techniques and submit them here so others can benefit. We are particularly interested in hearing about innovative/creative approaches that improve the classroom learning environment. Please fill out our Educators' Form and submit your suggestions/opinions to us. Selected responses will be listed at "Forum - Classroom Environment: Educator Viewpoints".

This is an international forum and we hope to receive excellent suggestions from all countries and cultures. Also, if you have any ideas/comments regarding this site, please send them to us. Contact us at learning@infomedsearch.com.

If you have any questions regarding our Search Reports, please contact us at info@infomedsearch.com.

Oppositional Defiant Disorders

NIH - Medical Encyclopedia Oppositional Defiant Disorder

"Oppositional defiant disorder is a pattern of disobedient, hostile, and defiant behavior toward authority figures. To fit this diagnosis, the pattern must persist for at least 6 months and must go beyond the bounds of normal childhood misbehavior.

Symptoms: • Arguing with adults • Loss of temper • Angry and resentful of others • Actively defies adults' requests • Spiteful or vindictive behavior • Blames others for own mistakes • Is touchy or easily annoyed • Few or no friends or loss of previous friends • Constant trouble in school ...

Possible Complications: In a significant proportion of cases, the adult condition of conduct disorder can be traced back to the presence of oppositional defiant disorder in childhood ...

Prevention: Consistency in rules and fair consequences should be practiced in the child's home. Punishments should not be overly harsh or inconsistently applied. Appropriate behaviors should be modeled by the adults in the household. Abuse and neglect increase the chances that this condition will occur. "

Highlighted Articles

Oppositional defiant disorder. (Aust Fam Physician. 2008) “DISCUSSION: Many of the behaviours required to meet this diagnosis are not uncommon in the preschool child or adolescent. However, in children with ODD the behaviours are persistent, cause significant distress to the family system, and impact on the child's social and educational functioning. Oppositional defiant disorder usually presents in the preschool years, although it may become evident during adolescence. There is strong evidence that early intervention to increase positive factors in family relationships and to increase both the parents' and child's skill levels can assist in the prevention of more serious disorders and mental health issues.”

Lifetime prevalence, correlates, and persistence of oppositional defiant disorder: results from the National Comorbidity Survey Replication. (J Child Psychol Psychiatry. 2007) "Results: Lifetime prevalence of ODD is estimated to be 10.2% (males = 11.2%; females = 9.2%). Of those with lifetime ODD, 92.4% meet criteria for at least one other lifetime DSM-IV disorder, including: mood (45.8%), anxiety (62.3%), impulse-control (68.2%), and substance use (47.2%) disorders. ODD is temporally primary in the vast majority of cases for most comorbid disorders. Both active and remitted ODD significantly predict subsequent onset of secondary disorders even after controlling for comorbid conduct disorder (CD). Early onset (before age 8) and comorbidity predict slow speed of recovery of ODD. Conclusions: ODD is a common child- and adolescent-onset disorder associated with substantial risk of secondary mood, anxiety, impulse-control, and substance use disorders. These results support the study of ODD as a distinct disorder."

Conduct Disorders

NIH - Medical Encyclopedia Conduct Disorder

"Conduct disorder, a disorder of childhood and adolescence, involves chronic behavior problems, such as defiant, impulsive, or antisocial behavior; drug use; or criminal activity.

Causes: Conduct disorder has been associated with family conflicts, child abuse, poverty, genetic defects, and parental drug addiction or alcoholism. The diagnosis is more common among boys and is estimated to be as high as 10%. However, because many of the qualities necessary to make the diagnosis (such as "defiance" and "rule breaking") can be subjective, it is hard to know how common the disorder really is. For accurate diagnosis, the behavior must be far more extreme than simple adolescent rebellion or boyish exuberance. Conduct disorder is often associated with attention-deficit disorder, and the two together carry a major risk for alcohol and/or other drug dependence. Children with conduct disorder tend to be impulsive, difficult to control, and unconcerned about the feelings of others ...

Symptoms: Cruel or aggressive behavior toward people and animals • Destruction of property, including fire setting • Lying, truancy, running away • Vandalism, theft • Heavy drinking and/or heavy illicit drug use • Breaking rules without apparent reason • Antisocial behaviors, such as bullying and fighting ...

Possible Complications: Children with conduct disorder may go on to develop personality disorders as adults, particularly antisocial personality disorder. As their behaviors worsen, these individuals may also develop significant drug and legal problems.

When to Contact a Medical Professional: See your health care provider if your child seems to be overly aggressive, is bullying others, is being victimized, or continually gets in trouble. Early treatment may help."

Highlighted Articles

A 30-Year Prospective Follow-up Study of Hyperactive Boys With Conduct Problems: Adult Criminality. (J Am Acad Child Adolesc Psychiatry. 2007)

"CONCLUSIONS: Hyperactive/ADHD boys with conduct problems are at increased risk for adult criminality. Hyperactive boys without childhood conduct problems are not at increased risk for later criminality. An intensive 3-year MMT treatment of 6- to 12-year-old hyperactive boys is insufficient to prevent later adult criminality."

From conduct disorder to severe mental illness: associations with aggressive behaviour, crime and victimization. (Psychol Med. 2007)

"CONCLUSIONS: Men and women with severe mental illness who have a history of CD by mid-adolescence are at increased risk for aggressive behaviour and violent crime. These patients are easily identifiable and may benefit from learning-based treatments aimed at reducing antisocial behaviour. Longitudinal, prospective investigations are needed to understand why CD is more common among people with than without schizophrenia."

CONTINUE YOUR INFOMEDSEARCH RESEARCH with our previous InfoMedLinks. Start with InfoMedLinks 2007.

Health - Environment and Learning

Forum - Classroom Environment: Educator Viewpoints

Special Education Teacher Grades 4-6 USA:

March 14, 2008

Experience: Special Education

Years: 10 plus

Grade: 4-6

Suggestions: more time for planning and less meetings

List:

1. more planning time for individual students

2. less meetings (more time for helping students)

3. offer more classes in summer (instead of after school)

Discipline:

1. private discussion with student having issues

2. find something positive to say

3. behavior contract (point sheets, etc.)

4. close contact with parent(s)

Bullying: discussion with involved students (parents, principal, teachers, etc.) have them meet with counselor several times

Physical: No

Physical_Opinion: physical punishment creates fear, anger or both (not effective)

Yelling: No

Yelling_Opinion: shows your frustration (certain kids want to see you lose it)

Country: United States

ESL Teacher Grades 1-6 USA:

March 10, 2008

Experience: ESL (USA)

Years: 10 plus

Grade: Grades 1-6

Suggestions: I believe that students should be treated with the same respect that you would expect to get from them. If a teacher belittles a student, that does not show respect. The student, in turn, may feel hurt and show his feelings in a disrespectful manner. If, however, students are treated fairly and with respect, they will learn how they should act. I have always believed in and followed the Golden Rule -- "Do unto others as you would have them do unto you."

List: Let the students get to know about yourself. Let the students know that you have high expectations of them, and that you will not lower those expectations.

Discipline:

Time-out

Stay after school for the number of minutes of lost instruction time

Extra homework

Bullying: When a student is "bullying" in class I stop it right away. It is not much of a problem for me because I only have small pull-out groups, but ocassionally it happens.

Physical: No

Physical_Opinion: By physically punishing a student, you are saying that it is okay to hit or slap. How can you tell a child something such as fighting or hitting is wrong and then use that technique to punish him? It just doesn't make sense to me.

Yelling: No

Yelling_Opinion: When a teacher yells to get the attention of the class, it indicates that the teacher is not in control. I think that it is more effective to just stop talking altogether and show the class that you are waiting for their attention before continuing with your lesson. It only takes a short time for some of the students to realize that you are waiting, and they will get the other students to pay attention.

Country: U.S.A.

Science Teacher Grades 5-6 USA:

March 3, 2008

Experience: Science

Other Experience: I have a undergraduate and graduate degrees in social work and have worked with emotionally disturbed children and adolescents in therapeutic settings.

Years: 10 plus

Grade: 5th - 6th

Suggestions: Since the topic I teach is science - I consider most of our learning a joint process. The students learn with and from one another - therefore they work in groups or either 2 or 4. Much of our learning is hands on and requires the students use investigative methods to develop possible solutions. I also advocate setting forth 2 - 3 well-defined objectives so that students know what they are attempting to accomplish. Another method of working with students I learned in my former career in social work is to ensure the statement made to students are postive directions - explicit in what they instruct a students to do, as opposed as what not to do. For example: "Each of you will need to remain at your table during the experiment" instead of "Don't leave your table" or "Use pencil when recording your observations" instead of "Don't use pen in your notebooks". Lastly, I listen to their thoughts and opinions as openly and respectfully as they listen to mine. If they are going down an incorrect path - I either let them discover that through investigation or lead them back with questions to ensure they aren't developing misconceptions.

List:

1. Listen to students opinions openly and respectfully.

2 Engage them in learning by allowing them to do.

3. Let them learn to redirect themselves when they are on the incorrect path of learning - but if you determine they are developing misconception - lead them back through questioning.

4. Instruct them as to what they are to do, as opposed to telling them what "not to do".

5. Set forth 2 - 3 objectives so they know where they are headed for the day.

6. Allow students to work in groups of 2 - 5. Very few of us learn by shutting ourselves away by ourselves.

Discipline: Use positive statements so student know what is expected (mentioned above). Use respect toward students and demand respect for yourself. Let students know when it is time to be quiet and listen. (Wait until everyone is listening before speaking - if you speak while students are focused on the investigation or talking to each other - you give them permission to not listen). WAIT . . . . . . . . . as long as is necessary for students to a.) listen b.) answer (I've found that when they are truly engaged in the activity - they will want to ensure it continues uninterrupted - not even a classmate can cause disruption. Sometimes a hand on the shoulder of an unfocused students or disruptive student is enough - verbal harangues are not effective and only make a difficult situation worse. The kids who interrupt the most are the most in need of kindness, structure and consistency. Always be kind.

Bullying: I usually define bullying and let the student who is bullying know that what they are doing is bullying. (Some kids are not aware they are bullies. They are treating others as they've been treated). I've used peer mediation tactics in which each student is given a voice as to what is they want (I often find the bully has needs . . . such as "I don't want him to laugh at me" or even "I want to play with the other kids at recess"). The one being bullied usually wants to be safe! In peer mediation each student must be willing to listen to the other and come to an agreement of whether they can meet the request of the other one. Of course - extreme bullying where injury has occurred - requires swift removal of the bully and consequences dictated by the school district.

Physical: No

Physical_Opinion: Physical punishment only teaches that if you are bigger or have more power - you can scare or hurt someone into doing what you want. So many of our kids are abused - that it is difficult to explain to them that this is a physical punishment out of "love" compared to one out of meanness.

Yelling: No

Yelling_Opinion: Yelling simply states that you, as the adult, have lost control. I have raised my voice in the classroom and had to realize that it was my own frustration or stress that led to the yelling and I had to apologize to the class for not treating them very well at that moment. Apologies from teachers usually get registered looks of surprise! But teaching students to apologize when you're in the wrong is an importatnt lesson. Kids know when you've messed up - it's important to let them know you're going to try to fix it.

Country: USA

Contact Information:

Janiece Upshaw

janiece.upshaw@risd.org

USA Richardson Independent School District

ESL Teacher Grades 1-6 USA:

February 26, 2008

Experience: ESL (USA)

Years: 10 plus

Grade: 1st-6th grade

Suggestions: Teaching methods, there are so many of them, that I think it becomes dependent to large extent on the teacher's style and management. I think what is more important is that the teacher remains open and flexible to trying and incoporating new ideas to her repertoire while continuing to evaluate what works and what doesn't work and what needs to be tweaked.

List: I do not have specific methods at this time. These should be some of their characteristics:

Interactive

Group Activities

Visually stimulating

Discipline: Establishing a relationship with the student, I think, provides the best foundation for both motivating and correcting the student. The quickest, easiest and cheapest is praise. This is not always effective enough if other negative behaviors have been practiced and rewarded. The use of stickers or stamps encourage students to focus a little longer and one of my goals in helping them focus a little longer is that their strategies will get stronger which will result in their being more sucessful, which in itself becomes the best motivator. I did use a personal best grid (which is the concept of some company but I don't remember which one). Which is a grid and throughout the day when students are exhibitng good behaviors, you put their name on a sticky note and place it in one of the boxes. You give out several of these during the day and then at the end of the day block numbers are drawn to determine which students are offered rewards. This concept can be adjusted! and adapted in a lot of ways.

Bullying: Behaviors that can be viewed as intimidating or belittling I let the students know right away that behavior is not permitted. I also ask the student initiating the behavior to apologize to the other student. This sometimes means that the other student doesn't feel offended and then I follow up letting the students know that I find those behaviors offensive. I have not had any interactions with online bullying.

Physical: Yes

Physical_Opinion: I actually think that swats could be an effective punishment with certain students at limited ages. For some students assigning them physical exertion such as push ups could let them expend some energy while giving them a chance to reflect on their behavior. For some students assigning detention where they clean windows or walls in the hallway where they can be seen by other students can be effective. I do not believe that there is one punishment that fits all students or misbehaviors. What is important is the student's perception of fairness.

Yelling: No

Yelling_Opinion: Yelling may be effective on a temporary basis and may also be dependent on what the student has experienced with other authority figures. There is a possibility that the student can view the situation as a power situation when the teacher starts yelling the students are in control and there has been a break in the learning environment.

Country: U.S.A.

Science Teacher Grade 5 USA:

February 12, 2008

Experience: Science

Years: 1-5

Grade: 5

Suggestions: I believe in a supportive, safe, and fun learning environment. Students should be given time for inquiry and exploration and they should not be afraid to ask questions. Students learn more when they are engaged and care about what they are doing. Good educators know that no two children are alike, and there is not "one-size-fits-all" instruction. I vary my teaching methods from day to day, and the students seem to want to see what we are doing next, checking our "Agenda" of the day for possible clues. They love anything hands-on and love when they get to take some control over what they are learning. That said, there is structure in my classroom, it may look different than a traditional everyone "sitting in rows staring at the teacher " class, but I wouldn't have it any other way. The kids earn "points" for being on task and working hard, with rewards at the end of the week, and an occasional random surprise. This reward system generally is enough because of peer! -pressure and the occasional verbal or visual correction is made on an individual basis as the need arises.

List:

1. Have students help you come up with classroom rules. They respect them more if they are a part of the process and understand why we have certain rules.

2. Have incentives the students actually want to earn.

3. Be fair.

4. Follow through with any rewards/consequences. The students will not respect you or the rules if they feel they don't have a purpose.

5. Praise students when they do well. We all need a pat on the back occasionally.

6. Start each day "fresh". Let students have a bad day sometimes , but let them have the opportunity to start anew each day as well. No one wants to be labeled permanently.

7. Have a sense of humor!!

Discipline: See above. Occasionally, we issue detentions or study hall for those students that have refused to do work, or have been defiant. I use these sparingly or the students won't be afraid of them anymore. I am a big fan of calling parents. This nips a lot of problems in the bud,and mortifies the student too (in a good way).

Bullying: We have a peer mediating system at our campus, which seems to work well. Talking through the problems seems to work well.

Physical: No

Physical_Opinion: No. That should be an option for parents not schools.

Yelling: Yes

Yelling_Opinion: Save only for extreme circumstances! If it happens frequently there is a bigger problem with classroom management that needs to be addressed. If there is yelling every day, the students will tune you out if they become used to it. It also creates stress, and who learns well when they are stressed??!!

Country: USA

Physical Education Teacher Grades K-6 USA:

February 10, 2008

Experience: Physical Education

Years: 10 plus

Grade: K-6

Suggestions: Setting the classroom environment whether a standard classroom or in a gymnasium is similar. The environment needs to be about having fun learning. Since evidence indicates that students need to look away from their computers every 20 minutes and have a need to move while learning we use constant movement to learn. The environment should include laughter and be designed so students do not even realize they are learning. In the gym, the more movement and less talk is better. One on one with students is a style that I have adopted. Although the gymnasium is decorated with posters of the human body, movement and behavior/mediation/sportsmanship information the general guidance area has nothing on the wall to prevent distraction while instruction is being given.

List:

1. Fun environment

2. "Movement facilitates cognition"

3. Talking area without distractions when directions are being given

4. One on one guidance and use of student names

5. Teacher actively interacting with the students

6. Teacher actively scanning the room at all times

7. Find positive things to compliment

8. Show interest in student lives

Discipline: The most effective method of discipline is to know the individual students. There are many basic rules that are used for classroom management but the best way to prevent problems is to remain consistent and connect with the student in some fashion. If a student in my gymnasium is not following directions, the student is pulled aside in order to talk one on one. One guru, speaker, who's style I use frequently is that of Diana Day. She gives basic suggestions for handling discipline but each teacher has to develop their own style based upon their individual classroom rules and needs of their students.

Bullying: Once again, the answer is to know the students and constantly move and scan the classroom. Keep the students actively engaged in learning. Stop put downs and bully behavior as soon as it happens. If the teacher did not hear or see the incident, mediation works best. Mediation teaches the students how to talk to a bully and how to get their needs met.

Physical: No

Physical_Opinion: In the gym, speaking to students is the most effective way to change behavior. Having students do extra running or exercise turns a student against exercise. Giving an alternative activity away from the group allows for movement and time to think about behavior. A follow up discussion should take place with the teacher. Classwork should be made up at another time other than recess or physical education. Again, "movement facilitates cognition". Movment is required for effective learning in my opinion. The standard is to remove students from recess. Students become agitated if they are not allowed to move and become more of a behavior problem if they are not moving.

Yelling: No

Yelling_Opinion: The natural human reaction to yelling is to shut off the yeller and not listen to them. Effective learning cannot take place.

Country: USA

Contact Information: GHolmes

ladyjack@peoplepc.com

USA

Richardson ISD CCE

Teacher, Physical Education

Go to the top