Managing Behavioral Disorders in Classrooms

Extract

[...] The teachers whose speeches stand out strongly are those who have encountered students with severe behavioral disorders. The researcher has thus paid particular attention to three young teachers. One of the basic criteria of the research was the presence of a student with behavioral disorders. Method of data analysis: a perspective close to the anchored theory. Results: The first reported case is that of Gisèle. Gisèle is initially 60% employed but then becomes 100% employed due to a maternity leave of her colleague. [...]

[...] Métra, The first return: the stakes of early prevention at the nursery school, Ed. eap, 2000. 3. J. Duval-Héraudet, who presents rehabilitation at school, A difficulty so ordinary: listen to them so they learn, Ed. eap, 2001. 4. 5. [...]

[...] The school cannot do everything on its own, so it is a matter of involving them, making them responsible and it is also a way of respecting them. Limits of the research: The limits of the research reside in the fact that there are no classes without students presenting behavioral problems, for example. The researcher's study also relies on a sample that may be a bit too small to draw general conclusions. References of the theory: 1. J.-P. Artis et coll., Setting up primary prevention devices for difficulties in adaptation and learning at the nursery school, 2. M. [...]

[...] Gisèle is concerned about taking care of a student with behavioral difficulties. What reassures her is the fact of working in pairs. During the second interview, once confronted with reality, Gisèle feels a sense of frustration at her inability to control the situation. During the last interview, Gisèle explains that she was finally able to manage the situation by being well supported, on the one hand by a psychologist and on the other hand by her teaching colleague. Marie is a 70% teacher. [...]