Challenging behavior in class: teachers need more support!

Challenging behavior in class: teachers need more support!

The challenge of challenging behavior in the school context is a central topic that is increasingly becoming the focus of teacher training. The teaching at the Heidelberg University of Education (PHHD) aims to optimally prepare prospective teachers for such challenges. The aim is to deepen both the theoretical and practical knowledge necessary to deal with a wide range of behavioral problems in the classroom. In an insightful interview, Professor Dr. Karin Terfloth and Dr. Robert Vrban the complexity of the topic and the associated needs of teachers.

Robert Vrban describes challenging behavior as interactions that disrupt classroom flow. The spectrum ranges from aggressive to withdrawn behaviors. Dr. Terfloth emphasizes that such behavior can seem sensible from the children's subjective perspective, even if it does not conform to social norms. These behaviors are often an expression of a survival instinct in their environment. These findings are particularly relevant with regard to the funding priority “Intellectual Development” (GEnt), in which increasingly challenging behavior can be observed in entry-level classes PH Heidelberg reported.

The needs of teachers

A significant proportion of teachers are confronted with challenging behavior, regardless of whether they have an established need for special education. This often leads to high emotional distress, which increases the need for advice and support. Last but not least, a handout from the State Institute for School Development from 2013 shows that a balanced approach to disruptions in lessons is required. Teachers want manageable tools to better deal with the challenges, such as Teacher training BW determines.

The PHHD therefore plans to further intensify its surveys of changing student populations in order to improve the training of future teachers. The focus is on various theories and models to explain behavior as well as reflective professional knowledge. Dealing with the emotional and social needs of students is also a central topic in further training courses that are specifically aimed at teachers in inclusive school settings. These offerings aim to expand understanding of challenging behavior and strengthen teachers in their role by reflecting on their own perspectives and ways of acting.

Training approaches and content

Further training courses are aimed specifically at teachers who work in inclusive settings and consider the variety of behavioral problems, from rule violations to autism. The approach is designed to promote the professionalization of teachers and improve the participation of all students in regular lessons. Through modules on topics such as appropriate responses to disruptions, preventive action and support systems, teachers are trained to reflect on their own emotions and experiences and to create individual support concepts. Hesse education summarizes these offers and illustrates the need for teachers to set clear boundaries and communicate in critical situations.

In recent years, the discussion about challenging behavior at school has gained momentum. There is a great need for transparent discourse about how to deal with danger to yourself and others. In the future, the PHHD plans to organize further discussion events on these topics in order to optimally prepare teachers for their demanding tasks. Reflecting on your own boundaries and emotions is seen as central to successful teacher training.