Parents have always been a child’s first and most influential teachers. The foundations for a successful school experience begin in the home, long before a child enrolls in school. Social training, morals and spiritual foundations are rooted and reinforced on the home front. Academics are built on top of this foundation. With the functional foundation in place, teachers have a much easier job teaching children academic content.
Unfortunately, many contemporary students show up for school with minimal, if any preparation to function outside the confines of the family, let alone academically. I am hearing the horror stories from my teacher friends who still teach in public schools. The most trying behavior they are seeing is coming from pre-K and Kindergarten classrooms. Destructive behavior, throwing chairs and other objects, foul language and violent tantrums are very common in our schools. Sadly, teachers are left to figure out how to contain such behavior while simultaneously teaching a classroom of 20 children. A good friend of mine, who is a wonderful teacher, shared her school year thus far has been “awful.” She has two children in her room with very difficult behaviors. I felt bad for her because the year just started. To feel that it is “awful” this early is concerning. She is not alone. Many educators across all grades feel this way. In her class, despite her best intentions, I imagine teaching and learning have taken a hit with two high maintenance children in the room.
A good way to improve social and academic outcomes for all students is to send our children to the classroom prepared to learn. Children can attend school (Head Start) as young as three. While I personally would not send my child to school that young, those who do have a responsibility to ensure their children can manage in the environment. I’m not referring to behavior related to a disability, separation anxiety or normal crankiness when sleepy. I’m referring to the unwillingness or inability to comply with directives, disrespectful communication and actions or behaviors that arise from ineffective parenting. If you cannot do anything with your child’s behavior, chances are, school faculty won’t be able to either.
When unruly children are not properly managed, everyone in the classroom suffers. The unruly child isn’t learning, nor is anyone else. The teacher’s effectiveness is partially gauged by how well they manage behavior their classroom. It is unfair to expect a teacher to manage behavior a child’s parents cannot manage. Perhaps it’s time to staff all Pre-K and kindergarten classrooms with full-time assistants who can help with teaching, learning or student behavior. The investment in trained personnel could result in fewer classroom disruptions, reduced student suspensions or referrals and improved social and academic outcomes. To leave educators with no help will certainly fuel teacher attrition and student failure.
Email comments to FM-TeachersLounge@gmail.com
Follow me on Twitter @DrTeresaSanders
- Log in or Subscribe to post comments.