2023-04-27 18:33:25
The issue of angry teachers in schools sparked strong reactions throughout the week. On the one hand, teachers recorded without their knowledge while they throw their gall on their students. On the other hand, the management of the schools which have to deal with these cases.
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A psychoeducator believes that teachers need to modernize their approach to the “big challenges” offered by children with behavioral problems.
“The classic approach in the school environment and in many homes is to want to correct the behavior, to change it, when that’s not how it works, warned Sarah Hamel on LCN, THURSDAY. A child who exhibits aggressive behavior, outbursts of anger and insults his friends is a child who needs help.
“It is not by intervening on the behavior, therefore the symptom, that we will solve the problem.”
Sarah Hamel believes that beyond the potentially explosive temperaments of some teachers, they must be supervised in order to better intervene with students. According to her, only a few schools have made a relational shift in their tactics.
“Teachers lack a lot of resources and the techniques they learned in their trainings are ineffective. So they find themselves confronted with a strong feeling of incompetence and helplessness.
“They feel like they’ve tried everything and it’s not working. We have to change our approach, but we are not there everywhere in the school boards.
What are the favorable conditions for a child to be “available” for learning and listening to instructions? The present ongoing teacher training does not allow them to work magic in this direction, informs the psychoeducator.
“The problem is that we have children whose brains are deregulated. They are absolutely not in a position to do what is asked of them,” she laments.
What would Sara Hamel suggest to remedy the situation?
“I would really like to ask this question to teachers. For the teacher to implement these recommendations, they must be given the resources. Their workload and their mental load means that they are not able to be in connection with the student in difficulty.
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