How to Cope with a Difficult Child at School

Contents:

• Why the foundation began training teachers
• What it's like to train teachers
• How teachers perceived the program
• Is it possible to scale up such a project?

Brief information about the subject.

Valery Mayorov is the head of the teaching department at the Shalash charitable foundation. Previously, he worked in government agencies and then became an event manager. Later, Valery moved to the position of recruiter for the Teacher for Russia program, where his main task was to attract participants to teach natural sciences in schools. Thanks to his experience in various fields, Valery successfully combines management skills with a deep understanding of educational processes, which allows him to effectively develop the foundation's projects and improve the quality of education.

The Shalash charitable foundation is actively working to address the problem of difficult behavior in children. The foundation trains schoolchildren, parents, and teachers, conducts research, and develops effective pedagogical methods. Founded in 2016 and officially registered in May 2019, the foundation has been holding webinars for teachers since March 2021. In these webinars, specialists explain how to safely and effectively manage challenging behavior in schoolchildren. According to the foundation, more than 20,000 people have already completed the training and are putting their knowledge into practice. English: The work of "Shalash" is aimed at creating a safe and supportive educational environment for children, which contributes to their harmonious development and social adaptation.

In the interview, we covered the following topics:

• how it happened that the foundation had to train teachers;
• what kind of experts teach teachers to work with difficult children;
• what topic related to difficult behavior was of particular interest to teachers;
• what practical tool for working with difficult children is the most important;
• do teachers think that too much is expected of them - to also replace psychologists?

Why the foundation began training teachers

The foundation began training teachers in methods of working with difficult children and adolescents in response to the growing need for effective approaches to teaching and upbringing. We understand that every child is unique, and some face unique challenges that require an individualized approach. Training teachers enables them to better understand the behavior of these children, apply modern methods, and create a supportive educational environment. This is an important step toward improving the quality of education and social integration of adolescents who require special attention and understanding.

The Shalash Foundation has been successfully operating for five years. Initially, its activities focused on classes with children from foster families. Over time, the program expanded to include classes for adolescents facing difficult life circumstances, such as experiencing violence, losing loved ones, moving, or living in low-income situations. While working with these children, the foundation's staff and volunteers often encounter challenging behavior patterns that negatively impact their learning. The foundation's primary goal is to provide support and assistance to these children, helping them overcome difficulties and adapt to new living conditions.

The foundation has begun searching for specialists in Russia who work with challenging behavior patterns. Our research revealed a lack of systematic work in this area. Our team, primarily comprised of educators and social psychologists, has extensive experience working in educational institutions. We understand that pedagogical institutes do not train teachers in how to respond to challenging situations with children. Yet, each teacher interacts daily with dozens of students, including those with special behavioral needs. We believe it is essential to develop and implement programs that help educators effectively address these challenges.

A survey of 3,500 teachers revealed that 90% had encountered challenging student behavior. Our foundation currently possesses a significant body of research and methodology on this issue. Therefore, we decided to develop a program focused on effective approaches to addressing challenging behavior in the educational environment.

The experience and knowledge of the Shalash team allow us to confidently claim to be experts in addressing challenging behavior. Our practice and deep understanding of psychology help us effectively manage a variety of behavioral situations. We use proven methods and individualized approaches to ensure positive results.

Did teachers themselves request assistance in managing challenging student behavior, or did you initiate the proposal for training?

There is a clear need for teacher training. In August 2020, the Russian Movement of Schoolchildren (RMS), which trains teachers, requested training for staff working with children in effective methods for managing challenging behavior. During the same period, colleagues from the "I Am a Teacher" project approached us with a proposal to create a course for teachers. To date, more than five thousand teachers have successfully completed the training and received certificates.

A second important signal was the webinar for teachers, organized last summer jointly with the Russian Movement of Schoolchildren (RMS). Over three thousand participants completed a feedback form, in which many teachers noted the need for training in skills for managing challenging student behavior. Some were unaware of existing resources where they could find comprehensive information on this topic, while others felt that the available materials were insufficient for practical application. This highlights the importance of creating accessible and informative resources to support teachers in their professional work.

Teachers most often ask questions about how to prevent Students are concerned with challenging behavior, not just how to resolve existing problems. They are looking for effective strategies and methods to help create a positive classroom atmosphere and minimize conflict. Teachers are interested in preventing difficulties and want to learn how to recognize and address the underlying causes of challenging behavior.

The Russian education market is in its infancy. While there are some initiatives and services for teachers, their number is significantly lower than that of their international counterparts. As a result, educators are just beginning to formulate their needs for educational products and teaching methods. In the commercial sector, the situation is clearer: marketers and designers have access to various courses and workshops that help them improve their skills. They understand where to turn and what to do, as the market for their services has long been established. For teachers, however, this process remains more complex and confusing.

Teachers often encounter inquiries related to challenging student behavior, expressing them in questions such as, "How can I cope with this situation?" and "What should I do if a problem arises?" This indicates that the educator is seeking effective solutions for working with such students, requiring support and advice on classroom management.

Following the tragedy in Kazan, there has been an increase in inquiries related to safety in educational institutions. Society has become more concerned about child protection and the prevention of similar incidents. This interest reflects the desire of parents and educational institutions to provide a safe environment for students. An analysis of search queries shows that people are seeking information on safety measures, violence prevention programs, and psychological support. Thus, tragic events raise important issues that require discussion and active action from society and government agencies.

After the tragedy, we began receiving more requests for support, and the foundation developed information cards with recommendations on how to talk to children about this topic. Unfortunately, the increased need for information on dealing with difficult behavior arose precisely as a result of these events.

We strive to prevent the recurrence of such situations and believe that this requires systematic work in educational institutions, particularly in the area of ​​difficult behavior and bullying. Many humanists, such as Janusz Korczak, Vitaly Soloveichik, Shalva Amonashvili, and others, have emphasized the responsibility of adults for the well-being of children for decades. This understanding is not new, but it requires active implementation in practice. Effective programs and approaches to addressing challenging behavior and bullying can help create a safe and supportive educational environment for all students.

Anti-bullying support is possible in every school, provided that teachers regularly update their knowledge. This requires retraining at IRO centers, where they will be provided with up-to-date methods for addressing bullying in the classroom. Finnish and Swedish schools, which have undergone significant changes over the past 20-30 years, serve as examples of successful education systems. While this process takes time, it is entirely achievable and essential for creating a safe educational environment.

Following the tragedy in Kazan, a large company actively engaged in corporate social responsibility and working with educators in its region approached our foundation. Details of the collaboration remain confidential, but our colleagues intend to establish an award and scholarship in memory of the deceased teacher, who protected one of her students during the shooting. The aim of this initiative is to support teachers and educational institutions who systematically address the problem of bullying in schools. The company also expressed a desire to organize training events, the discussion of which is currently underway.

What it's like to teach Teacher training is offered by various educational institutions, including universities, specialized training centers, and professional associations. It's important to note that a background in education or psychology can be helpful, but isn't always required, to become a successful teacher. Many teacher training programs accept students from a variety of educational backgrounds. Key aspects of the training include practical application of knowledge and the development of pedagogical skills, enabling teachers to effectively interact with students and adapt to various educational situations. Classes are taught by experienced specialists who previously taught in the foundation's children's groups. These groups have been operating at "Shalash" for over two years, and during this time, numerous leaders and volunteers have worked with them. Our teachers are not only theoretically familiar with the principles and methods we use but also have practical experience successfully managing challenging behavior in children during classes. Our instructors' higher education can vary widely and is not necessarily related to psychology or pedagogy. This is not a criterion for us, as all candidates undergo a thorough selection and training process at our foundation. Training lasts several weeks, during which we introduce participants to the basic principles of the "Shalash" project and provide effective tools for working with challenging behavior in children and adolescents. We emphasize practical methods that will aid in the further professional development of youth workers. Our classes are held in a variety of formats, allowing students to choose the learning method that best suits them. These can include individual lessons, group lessons, online courses, or in-person meetings. Each format has its own characteristics and advantages, allowing us to tailor the training to the needs and preferences of students. The choice of format depends on the learning objectives, level of preparation, and preferences of the student.

We conduct webinars, the content for which is developed by the foundation's methodologists. Online classes are held once a week and focus on specific manifestations of difficult behavior in children. During webinars, teachers are provided with effective tools for quickly responding to such situations, as well as recommendations for preventing difficult behavior. This helps create a more comfortable educational environment and facilitates children's successful adaptation to the educational process.

There are no difficult children, only children who have difficulty adapting. These children often simply don't know that there are alternative ways to solve their problems, and no one has taught them. Our main goal is to explain how to make a child's life easier and help them overcome difficulties.

Webinars are an online learning format that can include both traditional lectures and case studies. Webinars often provide a deep dive into the topic, where lecturers not only share theoretical knowledge but also consider practical examples from their professional work. This allows participants not only to absorb information but also to apply it in practice. Thus, webinars can be varied in content, combining lecture materials with practical case studies, making the learning process more interactive and effective.

Lectures can be difficult and sometimes boring to absorb. Therefore, we encourage teachers to submit their case studies and questions in advance. Some of these will be discussed during the webinars. For example, if we're covering the topic of bullying and a question arises in the chat about what to do when a child in the class hits and bullies others, we'll be sure to answer these questions and provide basic tools. This will make the webinars more relevant and useful for participants.

An interactive component is important during the learning process. For example, a teacher might ask the class question: "What should we do if one student attacks another in the classroom?" In this case, the teacher must choose from the options offered—separate the students, give them a failing grade, or stop the fight. After choosing, it's important to introduce rules to the class that will help children manage their emotions. It's essential to discuss the correct option and justify why the chosen strategy is most effective. This not only promotes critical thinking but also helps develop students' conflict resolution skills.

We do not negatively evaluate teachers for choosing the wrong answer. Our main goal is to explain which alternative approaches may be more effective.

Some webinar participants become regulars. They regularly come with new questions and discuss relevant situations from their practice. This approach allows them to deepen their understanding of the topic, receive useful advice from experts, and share experiences with other participants. Regular participation in webinars not only promotes personal professional growth but also expands their network of contacts in their field. Teachers vary in their approaches to participating in webinars. Some attend weekly, others occasionally, and still others attend only certain speakers or discussions of specific topics. It's important to note that even if you miss a webinar, it won't hinder your understanding of the material. You can always join the next meeting and receive up-to-date information. The program has undergone changes during testing. New topics have emerged that weren't originally planned, but over time, their popularity has become apparent. This allows us to adapt the content to the current needs of users and improve the overall effectiveness of the program. We strive to take feedback into account to make the program more useful and relevant.

The topic of "Working with Parents" is becoming increasingly relevant for teachers, as it is one of the most frequently asked questions. There is often uncertainty about the responsibilities associated with children's education. Parents can be extreme: some are overly involved in the learning process, while others, on the contrary, show no interest in the educational achievements of their children. It is important for teachers to understand when and how to involve parents in the learning process, whether it is a call, a message, or the choice of appropriate words. In response to numerous requests on this topic, we have developed a series of webinars dedicated to effective communication with parents. Our goal is to help teachers set clear boundaries and build partnerships with parents, which in turn contributes to the successful learning of children.

How teachers perceived the program

The teaching community is often perceived as a conservative environment. Were there any topics or tools within the program that provoked strong disagreement among teachers?

There were no topics that encountered resistance from the audience. Last year, we conducted a survey to determine whether the teaching community considered striking and unusual appearances, such as piercings or dyed hair, to be a manifestation of difficult behavior. The results were encouraging: only about 3-4% of respondents agreed with this point of view.

Teachers sometimes disagree with our opinions, especially on important issues, such as the ban on yelling at children, which is a fundamental position of the Shalash Foundation. There are also less obvious aspects on which the Foundation takes a strict stance. In face-to-face interactions with teachers, we often have to explain these principles. Despite possible disagreements, classes are held in an atmosphere of respect, and no one leaves a lesson angry or dissatisfied. The values ​​of the Shalash Foundation sometimes evoke a desire to discuss and express counterarguments, which contributes to a constructive dialogue.

During webinars, teachers share examples from their own practice. This allows participants to better understand the material and see how theoretical knowledge is applied to real-world situations. Discussing specific cases helps deepen understanding and make learning more effective.

We often reach out to teachers who encounter various manifestations of difficult behavior in the classroom, including bullying, and ask them to note this in the chat. The results are impressive: many raise their hands, confirming that this is a common problem. This is an important signal for educators – they are not alone in their difficulties, and others also face similar situations. The same applies to sexualized behavior, when children undress in class. This topic often goes undiscussed, but in practice, it turns out that many teachers encounter it. It is important for educators to understand that they are not isolated and that this behavior is a fairly common problem. This understanding helps them cope with challenges and take steps to create a safer and more supportive educational environment.

We receive many thanks for clarifying the delineation of responsibilities in the educational process. Currently, the demands on teachers are becoming increasingly numerous, and it is important to remember clear boundaries of responsibilities. The teacher is responsible for the atmosphere and order in the classroom, while issues related to the child's nutrition, the choice of textbooks, and other aspects of their life are the responsibility of parents and school administration. Discipline in the classroom is the direct responsibility of the teacher, while caring for other aspects of the child's development is the responsibility of the family. A clear understanding of these boundaries will help improve interaction between all participants in the educational process.

In class, we often emphasize that the child is not responsible for their own actions. This simple yet important idea becomes key to our approach to teaching. Teachers note that this understanding helps create a comfortable learning atmosphere and promotes a deeper understanding of mistakes. We emphasize that every mistake is an opportunity for growth and development, not a reason for condemnation.

Webinar teachers often share valuable advice that teachers then actively apply in their work. One of the most common recommendations is the use of interactive teaching methods. These approaches help make classes more engaging and promote better learning. Teachers also note the importance of creating a comfortable atmosphere for students, which encourages open exchanges and active engagement. Furthermore, the use of technology and digital tools in teaching is becoming increasingly important, allowing for a more diverse learning process and tailoring it to student needs. While there are many methods for working with challenging children, the key remains the need for clearly defined classroom rules. Like the Constitution and various codes, such as criminal and civil, rules in the educational environment require attention and understanding. Although we may be familiar with existing norms, in practice, their content is often forgotten. Therefore, it is natural to periodically refer to established rules and refresh their memory. It's important to remember that nothing is self-evident in the classroom, and only through clear rules can a safe and productive learning atmosphere be created.

We recommend creating a sheet with two columns: "Do's" and "Don'ts" in the classroom. This is a simple solution, but many teachers report its effectiveness. After implementing this tool, they notice noticeable improvements in discipline in the classroom. The key rule: making mistakes is okay. This is important to remember. Mistakes are acceptable both for teachers who are not robots and for students who are learning. This approach creates a more comfortable and productive atmosphere in the classroom.

Only two months have passed since the launch of our webinars, and at this time we have received limited feedback. However, if we summarize the existing opinions, we can note that participants actively thank us for the provided rules. One teacher shared their experience, noting that implementing these rules in the classroom significantly simplified the learning process and made it more effective. We are pleased that our webinars help teachers and contribute to improving the educational process.

Teachers often face the problem of high workloads. They express dissatisfaction with having to deal with children with challenging behavior in addition to their main work. This creates additional pressure and makes it difficult to fulfill their primary responsibilities.

I don't have any information about this, but I can answer this hypothetical question. Each teacher has their own key performance indicators, such as OGE or USE results. You can approach final exams with punishments and shouting, but it is much more effective to use methods that help teachers create a stable atmosphere in the classroom. This will require additional resources and effort, but difficult student behavior negatively impacts the educational process. If there is a student in the class who creates conflicts, the atmosphere will not be conducive to educational success. To improve group dynamics and resolve conflict, it is enough to allocate just ten minutes of the lesson. In the future, thanks to pre-established rules, the time for such measures may be reduced.

Is it realistic to scale such a project?

Do you plan to expand the training program? Is it possible to scale it up?

We plan to organize online courses for teachers, during which we will analyze specific cases, keep observation diaries, and record successes and failures. Cards and instructions for working with difficult behavior, its prerequisites and consequences are regularly published on our Instagram. This is one of the ways we interact with our growing audience. Can this be considered scaling? To a certain extent, yes.

It is necessary to establish ongoing interaction and friendly relations with the regions. For example, teachers undergo a mandatory professional retraining program at education development institutes (EDIs) every three years. Our goal is to integrate elements of the Shalash practices and methods for dealing with challenging behavior in children and adolescents into this program. This will enhance the skills of teachers, improve the educational process, and create a more favorable learning environment. Have you considered systematizing your teaching methods for working with challenging children, beyond creating courses? This could be a useful step in organizing your knowledge and experience, which in turn will help other teachers effectively address similar challenges. Developing teaching materials or manuals can significantly improve the teaching and support process for these children. We are preparing to launch a foundation knowledge library, which will contain all the methods and tools we have. When a teacher encounters a problem, for example, "a child is constantly disrupting lessons," they will be able to find our website in the search results. Our resource will contain practical SOS instructions to help them effectively cope with this situation. The library will become a valuable resource for educators, providing access to proven solutions and recommendations.

An online diagnostic test is currently being developed that will provide teachers with recommendations for working with children exhibiting challenging behavior. Teachers will be able to answer questions about a student's behavior, and the system will suggest pedagogical tools for effective work with them. Similar tests are already used internationally, primarily in the medical field, and our goal is to adapt them to the specific needs of children with challenging behavior. This will help improve the educational process and create a more comfortable atmosphere in the classroom.

We recommend that you familiarize yourself with additional materials:

• Is it possible for a teacher to prevent an attack by a mentally unstable teenager?
• 30 rules of educational psychology that a teacher would be good to know
• Films about teachers who changed the lives of their students