No such thing as naughty-Why we need to rethink challenging behaviour | Peter Nelmes | TEDxNorwichED

Summary

This powerful talk redefines challenging classroom behavior, urging teachers to see beyond labels like 'naughty' and understand behavior as a form of emotional communication. The speaker emphasizes the importance of creating shared meanings, both cognitive and emotional, to connect with students, especially those with emotional and behavioral difficulties. Teachers are encouraged to develop emotional resilience, provide safe spaces, and view their teaching as therapeutic. By addressing unmet emotional needs, educators can foster meaningful connections that transform the learning experience and ultimately support the emotional healing and growth of students.

Takeaways

• 😀 Behavior is a form of communication, and challenging behaviors in the classroom often indicate unmet emotional needs such as trauma or anxiety.
• 😀 True learning happens through shared meanings, where both teacher and student engage emotionally and cognitively in the learning process.
• 😀 Teachers must adapt their approach to classroom management by recognizing that students with emotional and behavioral difficulties may have complex emotional struggles behind their actions.
• 😀 Emotional connections in the classroom are just as important as cognitive connections; students need to feel safe, loved, and understood before they can engage in learning.
• 😀 Challenging behavior is not a sign of ‘naughtiness’ but often a response to deeper emotional issues, such as abuse, neglect, or attachment difficulties.
• 😀 Teachers need to become emotionally resilient, capable of managing and translating difficult emotions, rather than reacting to disruptive behavior with anger or frustration.
• 😀 Shared meanings between teacher and student must be reciprocal and occur in the moment—both parties must engage in creating meaning together during the lesson.
• 😀 When students act out, they may be reaching out for connection in the only way they know, and teachers should avoid labeling behaviors as ‘attention-seeking’ or manipulative.
• 😀 Addressing emotional needs in the classroom can transform teaching into a therapeutic experience, where both academic learning and emotional growth are prioritized.
• 😀 The real issue in classrooms with disruptive behavior lies not within the child, but in the interaction between the teacher and the student. Changing this dynamic can help resolve behavior issues.

Q & A

What is the central message of the speaker regarding challenging behavior in the classroom?

The speaker emphasizes that challenging behavior should not be viewed as 'naughty' or inherently problematic. Instead, it is a form of communication that stems from unmet emotional needs, such as trauma, abuse, or anxiety. Understanding these behaviors through emotional and cognitive shared meanings can transform the learning experience for both teachers and students.

What educational theory does the speaker refer to, and how does it relate to teaching and learning?

The speaker refers to the concept of 'shared meanings,' which is central to teaching and learning. This theory suggests that learning occurs through conversations where individuals share and internalize new ideas. Teachers and students must create these shared meanings together, both cognitively and emotionally, to facilitate effective learning.

What was the speaker's initial approach to teaching children with emotional and behavioral difficulties?

At the start of their career, the speaker believed they could prepare their teachings in advance and simply deliver them to the students. However, they quickly realized that this approach was ineffective because the students were too preoccupied with their own emotional struggles to engage with the teacher's academic meanings.

What two key things did the speaker fail to understand in their early teaching days?

The speaker failed to understand that: 1) students seek emotional connections with teachers, not just cognitive information, and 2) shared meanings must be reciprocal—both the teacher and the student must co-create meaning in the moment of the lesson.

How did the speaker's view of students' challenging behavior change over time?

The speaker learned to view challenging behavior not as 'naughtiness' but as a form of communication signaling unmet emotional needs. They recognized that students often expressed pain, trauma, or anxiety through behavior, and that these behaviors were rooted in deeper emotional struggles, not malicious intent.

What role does emotional strength and resilience play in teaching students with behavioral challenges?

Teachers need to develop emotional strength and resilience to manage and respond to the intense emotions and challenging behaviors of students. This emotional steadiness allows teachers to engage with students in a non-reactive way, helping to create a safe space for emotional connection and understanding.

Why is it important to understand the 'why' behind students' challenging behavior?

Understanding the 'why' behind challenging behavior is crucial because it helps teachers identify the underlying emotional needs of the student. This understanding fosters empathy and allows teachers to respond in ways that support emotional healing and development, rather than simply punishing the behavior.

What does the speaker mean when they say behavior is a form of communication?

The speaker means that behavior, especially challenging behavior, is often a way for students to express unmet emotional needs. For example, a student acting out may be signaling feelings of anxiety, fear, or trauma that they cannot verbalize. Teachers who recognize this can respond with empathy rather than judgment.

How can teachers create more therapeutic learning environments for students with behavioral challenges?

Teachers can create therapeutic learning environments by connecting with students on both emotional and cognitive levels. This involves understanding the effects of trauma, being responsive to emotional cues, and facilitating a classroom environment where students feel safe, understood, and capable of engaging in learning.

What is the relationship between teaching and therapy according to the speaker?

The speaker suggests that teaching can be therapeutic when it involves creating shared meanings with students at both cognitive and emotional levels. By addressing students' emotional needs and providing a space for emotional expression, teaching becomes a form of therapy, helping students heal and grow while also learning academic content.