- Be dependable: Be someone the student can trust! Always follow through with procedures and stick to schedules. Do not make promises you cannot keep!
- Provide reassurance: Be reliable and be sure to explain any routine changes in advanced to avoid unpleasant surprises for the student.
- Be a mentor: Show interest in the student. Ask them questions about themselves to demonstrate you care.
- Enforce positive behaviour: Students may act out negatively to get attention. Try and focus on positive reinforcement strategies and reward good behaviour. Avoid negative consequences.
- Implement individual behaviour plans: Utilise reward charts that work for the student. Reinforce desired behaviour frequently and consistently.
- Have realistic expectations: Remember CONTEXT! Students with difficult home lives may have discouraging behaviour sometimes that will throw you off guard. Do not take it personally.
- Remember people make mistakes: Accept that the student may make mistakes. Understand that there is most likely a reason behind the behaviour.
- Know the situation: Develop an understanding of the student’s situation. Is the work level too difficult? Why is the lesson disengaging? Utilise the student’s interests to engage them in the classroom.
Sources of Support:
Useful links:
How to help a Traumatized Child in the Classroom: http://greatergood.berkeley.edu/article/item/the_silent_epidemic_in_our_classrooms.
Childhood Trauma Reactions: A guide for teachers from preschool to year 12: http://education.qld.gov.au/studentservices/natural-disasters/resources/child-trauma-handbook.pdf.
How to help a Traumatized Child in the Classroom: http://greatergood.berkeley.edu/article/item/the_silent_epidemic_in_our_classrooms.
Childhood Trauma Reactions: A guide for teachers from preschool to year 12: http://education.qld.gov.au/studentservices/natural-disasters/resources/child-trauma-handbook.pdf.