Introduction
When values such as mutual respect, dialogue, participation are privileged in a school institution, then the right climate is generated to enable learning, that is why it can be said that coexistence is learned.
Each of these values are important in this process, since mutual respect is the positive meeting point between the individual and society, where coexistence in diversity is possible, considering that respecting others means accepting discrepancy. in the opinions, in the approaches and in the way of life. At school, through dialogue, students can freely express ideas and teachers can clarify them or contribute new ideas, that is, through dialogue there can be an understanding between all the actors who make daily life in the educational institution, thus existing a greater understanding between all; Participation has multiple facets: you can and should participate in the management of the school, in the development of its rules, in the selection of content,in the establishment of the methodology, in the evaluation process.
In this sense, the way in which feelings, thoughts, ideas and opinions are expressed characterizes each human being, the multiplicity of constant interactions can sometimes become a considerable source of stress in life. That is why socialization influences the school environment, this being the internalization of norms, customs, values and guidelines, thanks to which the individual conquers the ability to act humanely. However, there are problems that alter the normal rhythm of school life are the derivatives of the so-called disruption, that is, problems of coexistence between teachers and students, usually in the classroom setting.
Disruptive behaviors
Disruptive behaviors receive such a name because their presence implies the interruption or mismatch in the child's evolutionary development, making it impossible to create and maintain healthy social relationships, both with adults and with members of their family, educational or community environment; before which Díaz, MI Díaz-Sibaja, MA (2005) points out some characteristics: Bad education, insolence, lack of cooperation, disobedience, provocation, aggressiveness, can be noticed in verbal and non-verbal strategies, disruption makes learning difficult and interpersonal relationships, causes great stress in the teacher and less in students, it is usually produced mainly by students who want to attract the attention of their peers or the teacher and who have problems of lack of standards / affection and / or academic performance,Very impulsive and sometimes it can be summed up in the existence of one or several negative leaders who must be won over with personal dialogue, pacts… or left in the hands of experts.
How disruptive behavior manifests
Disruptive behavior can be expressed directly, which includes verbal offenses, insults, threats, hostile and humiliating comments, the non-verbal component may include threatening gestures, such as wielding the fist or intense looks as noted by Cerezo, F. (2002). that “physical attacks, indirect aggression, sarcastic comments, malicious gossip can be the cause of aggressive behavior” (p 208) in boys and girls. There is no doubt that for a large part of the students, alterations in class periods should also be a source of discomfort. The truth is that the phenomena associated with disruption distort the school environment, cause a decrease in school and teacher performance,the climate of tolerance and respect are rare and they are the origin of serious psychic alterations in part of the teaching staff.
Possible causes of disruptive behavior
Children with disruptive behaviors in the classroom require attention that deserves to discover the possible causes that cause this type of behavior, of which the marginality, hyperactivity, arrogance, on protection by parents and representatives can be mentioned., verbal and physical violence, negativism, lack of attention in the classroom, lack of motivation, low self-esteem, little integration with the group, among others.
Of what is stated above, it can be said, according to observations made and comments by many teachers; that in many educational institutions students present inappropriate behaviors such as punches, tantrums, disobedience, inattention, yelling, challenging looks at adults and peers, apathy, lack of cooperation, insolence, rudeness, disobedience, aggressiveness towards peers and teachers and non-compliance with regulations. These possible disruptive behaviors hinder socialization; that is why, the teacher must promote in educational institutions; the coexistence of students for their socialization, to investigate the behavior of children,Regardless of the use of the word to try to reach solutions in disruptive behavioral manifestations and always depending on its type, frequency and magnitude, a specific intervention plan must be established, that is, adapt and apply strategies to improve the school life.
Below are some cognitive behavioral strategies / or techniques for intervention in disruptive behaviors according to Olivares, J. and Méndez, FX (1998b):
- Time out, this consists of removing the child from the place or separating from the group for a short time (5 to 10 minutes). The adult, when he proceeds to separate the child, must try to do so without verbal or physical violence and telling him that as soon as he corrects his performance he will return to the starting situation. This strategy should be used wisely depending on the age of the child and the type of behavior. Relaxation: this consists of performing relaxation exercises with a musical background. Social Skills: this strategy is one of the most widely used. Its main objective is to teach the child more effective behaviors that can be used in different social situations. Skills such as talking, relating to peers, expressing ideas, feelings, and even complaints can be done without using aggressiveness or coercion.
Bibliographic reference
- Calvillo, M and Fernández, A. (2003). Treatment of the disturbing behavior of preschool children based on their functional analysis. Behavioral Psychology. Vol. 11, nº 1, 115-133.Cerezo, F. (2002). Aggressive behavior at school age. Madrid: Pirámide.Díaz, MI Díaz-Sibaja, MA (2005). Daily problems of child behavior. In Comeche, Mª.I. y Vallejo-Pareja, MA: Childhood Behavior Therapy Manual. (pp. 419-463) Madrid: Dykinson.Olivares, J. and Méndez, FX (1998b). Behavior modification techniques. Madrid: New Library. Digital magazine of the Asociación convives N ° 2, Madrid July 2012.
