The three deadly sins in every classroom    057

All parents know that children are quite different from each other, and they can certainly see that with their own children, but in a classroom, with say 30 children, the differences are magnified many times. Ironically, sometimes these differences can appear so trivial as to be almost missed, and yet when reflected upon become quite important. Let’s choose three of these—the three deadly sins.

First, children usually ask to go to the toilet. It is expected, and hardly worth any comment, but is it? Children who are achieving at superior levels in fact do not ask to go to the toilet during lessons. Perhaps in a whole year they may never, not even once, ask to go to the toilet. Other children, who are performing at a below average level, may ask to go to the toilet frequently, perhaps more than 300 times in one year. There are usually three reasons for this. The child forgets to go to the toilet during recess and lunch, or just couldn’t be bothered, or deliberately does not do so. Another reason is to avoid starting an item of schoolwork which may be difficult or requires effort. Lastly, such children may be lacking interest, possibly the work is too hard so they want to be walking about outside. Going to the toilet may therefore take three times normal length of time.

Second, high achieving children ironically do not ask for the teacher’s help unless they are really stuck and simply cannot go any further, which rarely happens. Below average children are likely to ask for the teacher’s help very often, and almost always immediately after the teacher explains the task and sets the children to work. Educationally it might be expected that more assistance would be necessary for below average children but some of these children often prefer the teacher to do their work for them, or they lack the character to make the necessary effort.

Third, there is the sin of boredom, or a lack of interest or difficulty in concentration. Sometimes the teacher sets work which is too hard, or too easy, or inappropriate, or irrelevant, and so on.

But with experienced teachers this does not happen very often and if it does it is immediately corrected. Yet children who complain they are bored, actually do feel bored. The reasons for these feelings of boredom can be various, interrelated, and can even be an indicator of learning disorders or psychological conditions requiring expert attention. Sometimes children are lazy or have the diet of over-stimulating video entertainment. Sometimes they can be physically tired, or distracted because they are upset or unhappy—the reasons go on and on.

For both the teacher and the parents the point is that such children’s behaviour needs monitoring. All children may be bored sometimes but the question is how often are they getting bored, and how this compares with other children. Children who are productive and engaged can be left alone for very long periods of time by their teacher. These children set about finding themselves something to do such organising themselves into a game. On school excursions these students can be placed in high positions of trust, while other children, well, perhaps the less said the better.

When it is noticed then that children are going to the toilet too often, perhaps more than they should, or are constantly asking for help when they have the capacity to do the work, or are complaining of boredom and are disengaged, finding almost nothing interesting, then the time has come for investigation and action. The first step is to notice what is happening. The second step is to institute simple behavioural modification measures, such as a reward scheme, more careful organisation of the child’s schedule, and increased levels of support. If simple measures prove to be ineffective then specialists need to become involved. The important thing is not to assume that even high levels of going to the toilet, asking for help, feeling bored are normal behaviours of children. They may well be indicators for appropriate intervention.

All content copyright—Mark Thackray—Australian Educational Services