"Behavioral Skills are the Foundation Laid for a child's life!!!"

Human behavior is the term used to describe a person's actions and conduct. Observing and understanding human behavior is a crucial part of psychology.....Have you ever watched a group of children play? They might laugh and run around. They might fight and hit each other. They might form a little group, with a leader naturally taking charge and the others following. What they do can tell you a lot about what the children are feeling and thinking.Their actions can also tell you more about their relationship to each other.

Human Behavior in Psychology

Imagine a wrapped present. You can't see what's inside, but there are clues available to you: the size and shape of the package, the sound it makes when you shake it, how heavy it is, even whether it feels solid or soft. You can make an educated guess about what the present is if you observe all of these things.

Human behavior is like that. Everything you do and say tells the world about what's going on inside of you. Because psychologists can't observe thoughts or emotions, behavior has been an important part of psychology since the very beginning of the discipline. In the early 1900s, though, a study of behavior became even more important when Ivan Pavlov introduced the world to conditioning.

Classical Conditioning Ivan Pavlov

Pavlov was studying the digestion of dogs when he discovered that the dogs began to drool whenever they saw the person who was in charge of feeding them. He designed an experiment - ringing a bell whenever the dogs were fed. Pretty soon, the dogs would salivate whenever they heard the bell - even if there was no food in sight!

What Pavlov's dogs demonstrated was classical conditioning. In classical conditioning, a neutral stimulus (such as the sound of a bell) is presented at the same time as another, unrelated stimulus (such as the food). The non-neutral stimulus will automatically produce a response (drooling at the food). This is an unconditioned response. After a while, the neutral stimulus will also produce the response, as when Pavlov's dogs drooled at the sound of the bell. This is called a conditioned response.

You might be wondering what Pavlov's dogs have to do with human behavior. Classical conditioning happens in humans all the time. Imagine that you ate your favorite tacos and then got sick. Chances are you won't want those tacos for quite a while. That's classical conditioning: the tacos are the neutral stimulus, getting sick is the non-neutral stimulus. After those two are presented together, the tacos don't sound as good because you have a conditioned response to them.

What is human Behavior approach?

The Behavioral Approach. Human behavior is learned, thus all behavior can be unlearned and new behaviors learned in its place. Behaviorism is concerned primarily with the observable and measurable aspects of human behavior. Therefore when behaviors become unacceptable, they can be unlearned.

The Behavioral Approach

Human behavior is learned, thus all behavior can be unlearned and new behaviors learned in its place. Behaviorism is concerned primarily with the observable and measurable aspects of human behavior. Therefore when behaviors become unacceptable, they can be unlearned. Behaviorism views development as a continuous process in which children play a relatively passive role. It is alsoa general approach that is used in a variety of settings including both clinical and educational.

Behaviorists assume that the only things that are real (or at least worth studying) are the things we can see and observe. We cannot see the mind ,the id, or the unconscious, but we can see how people act, react and behave. From behavior we may be able to make inferences about the minds and the brain,but they are not the primary focus of the investigation. What people do,not what they think or feel, is the object of the study. Likewise the behaviorist does not look to the mind or the brain to understand the causes of abnormal behavior. He assumes that the behavior represents certain learned habits, and he attempts to determine how they are learned.

The material that is studied is always behavior. Because behaviorists are not interested in the mind, or its more ratified equivalents such as psyche and soul, inferences about the conditions that maintain and reinforce human behavior can be made from the study of animal behavior. Animal research has provided a very important foundation for the behavioral approach. The behavioral researcher is interested in understanding the mechanisms underlying the behavior of both normal individuals and those with problems that might be referred as "mental illness". When the behavioral model is applied to mental illness, it tends to be used for a wide variety of presenting problems. It is perhaps most effective in treating behavioral disorders and disorders ofimpulse control, such as excessive drinking, obesity, or sexual problems. Behavioral approaches may be quite useful in treatment of anxiety and have occasionally been helpful in the management of more severe mental disorders such as schizophrenia.

Early Theorists:

Pavlov (1849-1936)

Ivan P. Pavlov is Russia's most famous scientist. He first won great distinction for his research on the physiology of the digestive system. Pavlov encountered a methodological problem that was ultimately to prove more important and more interesting than his physiological research. He had discovered "conditioning".

For Pavlov, all behavior was reflexive. But how do such behaviors differ from the behavior commonly called "instinctive" ? Instinctive behavior is sometimes said to be motivated. The animal has to be hungry, to be sexually aroused, or to have nest-building hormones before these kinds ofinstinctive behavior can occur. But Pavlov concluded that there seems to be nobasis for distinguishing between reflexes and what has commonly been thought ofas non reflexive behavior. As a psychologist, Pavlov was concerned with thenervous system, and specifically the cerebral cortex, not with any lawfulnessthat he might find in behavior.

At a more abstract level, Pavlov thought that all learning, whether of elicited responses in animals or of highly conceptual behaviors in humans, was due to the mechanisms of classical conditioning. We now believe it to be wrong,but it is none the less one of the great ideas of our culture. (Bolles)

Watson ( 1878-1958)

John B. Watson was one of the most colorful personalities in the history of psychology. Although he did not invent behaviorism, he became widely known as its chief spokesman and protagonist.

Watson was brought up in the prevalent tradition: Mechanism explains behavior. In a widely used textbook (Watson, 1914) he said that the study of the mind is the province of philosophy; it is the realm of speculation and endless word games. The mind has no place in psychology. A science of psychology must be based on objective phenomena and the ultimate explanation must be found in the central nervous system.

It was Watson, more than Pavlov or any other one person, who convinced psychologists that the real explanation of behavior lay in the nervous system and that as soon as we understood the brain a little better, most of the mysteries would disappear. And, it was mainly because of Watson that so many psychologists came to believe that what they called conditioning was so important. (Bolles)

Skinner (1904-1990)

B. F. Skinner is considered by many authorities to have been the greatest behavioral psychologist of all time.

Earlier behaviorism had been concerned with stimulus-response connections. Skinner looked at the learning process in the opposite way,investigating how learning was affected by stimuli presented after an act was performed. He found that certain stimuli caused the organism to repeat an act more frequently. He called stimuli with this effect the "reinforce-rs". Watson found that by providing reinforcement in a systematic way one could shape the behavior in desired directions. Link to ope rant

Teachers have benefited the most from Skinner's fundamental work in reinforcement as a means of controlling and motivating student behavior. Its various applications to classroom practice are commonly called "behavior modification", a technique that many teachers consider to be one of their most valuable tools for improving both learning and behavior of their students.(Charles)

Types of Learning

Classical conditioning is demonstrated when a neutral stimulus acquires the eliciting properties of the unconditioned stimulus through pairing theun conditioned stimulus with a neutral stimulus. Behavior is controlled by association.

Ope rant conditioning is demonstrated when the reinforcing consequences immediately following the response increases its future likelihood; aversive consequences immediately following the response to decrease its future likelihood.

In looking for a more direct and effective explanation of the development of children's social behavior, psychologists sparked the emergence of observational learning (or Social Learning Theory). Albert Demonstrated that modeling or observational learning is the basis for a variety of children's behaviors. He stated that children acquire many favorable and unfavorable responses by simply watching and listening to others around them. A child who kicks other children after he sees it occurs at the babysitter's house, a student who shaves her hair because her friends did, andthe boy who is always late for class because others are, are all displaying theresults of observational learning.

Other examples of observational learning include: modeling, imitation,vicarious learning, identification, copying, social facilitation, contagion, androle play.

In studying animal behaviors, the term imprinting was introduced by Lorenz. Imprinting refers to the appearance of complex behavior sapparently as a result of exposure to an appropriate object at a critical time. This is demonstrated with newly hatched ducklings which will follow the first moving object they encounter and become attached to it (usually a mother).

Assessment Techniques:

A behaviorally oriented clinician has an interest in the response pattern itself and the particular situations in which it occurs. He utilizes techniques that enable the determination of the functional relationship between the manipulative behavior and the environmental stimuli that are affecting it. The clinician attempts to collect information that will enable him/her to determine:

1. What behavior requires modification?
2. What environmental factors are maintaining those behaviors?
3. What positive reinforcement or punishing events can be used to alterindividual behavior?

Applications

Commonly used applications by a behaviorist include: positive reinforcement, negative reinforcement, punishment, token economy, self management, extinction, shaping, contracts,time out, and systematic desensitization.

What is the definition of a learned behavior?

Remember that behavior is a response to a stimulus. In the previous lesson we looked at innate behaviors, which are inherited and performed correctly the first time an organism is exposed to a stimulus. In this lesson we will focus on learned behaviors, which are acquired changes in behavior during one's lifetime.

Learned Behavior

Remember that behavior is a response to a stimulus. In the previous lesson we looked at innate behaviors, which are inherited and performed correctly the first time an organism is exposed to a stimulus. In this lesson we will focus on learned behaviors, which are acquired changes in behavior during one's lifetime. If you have taken a psychology course before, some of these learned behaviors, such as classical and ope rant conditioning, may sound familiar. Let's again take a look at Craig's day.

Classical & Ope rant Conditioning

A dog salivates at the sound of a bell as the result of classical conditioning classical conditioning

Because of the phone call, Craig is now running late to work. He knows that if he drives very quickly he will make it to work on time. However, last time Craig did this, he got a speeding ticket. He does not want to get another ticket, so he decides to drive the speed limit and be a little late to work. He does this to avoid the punishment of a speeding ticket. This behavior is known as ope rant conditioning, which is a behavior learned through repeated practice to receive a reward or to avoid a punishment. In Craig's case, he is trying to avoid a punishment.

Again, if you've taken a psychology course, you may have heard of B.F. Skinner and his work with ope rant conditioning. Skinner would place animals such as pigeons or rats in a chamber that is known as a Skinner Box. Once the animal performed a specific task, such as pushing a lever, the animal would immediately receive a reward - generally food or water - or a punishment - generally a loud sound or small electric shock. Craig's desire to avoid getting a speeding ticket is ope rant conditioning, as he has learned to not repeat this behavior in order to avoid a punishment.

What are the different types of behavior?

Examples of behaviors to refer may include, but are not limited to:

• Clear signs of distress.
• Erratic behavior.
• Paranoia.
• Threatening words or actions.
• Violent or aggressive behavior.
• Classroom disruptions.
• Excessive absenteeism.
• Lack of responsiveness.

Worried about a student? Noticing changes in their behavior? Do you want to reach out and talk with them about what's going on, but you're not sure how to approach them? Are you worried that a student will "get into trouble" if you share your concerns? 

When you become worried about a student, deciding when to intervene and when to refer can be confusing. Additionally, the number of resources available to assist students can be overwhelming. The CARE Team is here to help. If you are worried about a student here are some guidelines to help you decide when to refer concerning behavior to the CARE Team. 

It is always better to err on the side of caution and report behaviors you think may be of concern. If there is an imminent danger to the safety of the student or others call 9-1-1 from any campus phone and contact the police immediately.

Auraria Police Department (Downtown): (303) 556-5000 & CU Denver Police (Anschutz): (303) 724-4444

Examples of behaviors to refer may include, but are not limited to:

• Clear signs of distress
• Erratic behavior
• Paranoia
• Threatening words or actions
• Violent or aggressive behavior
• Classroom disruptions
• Excessive absenteeism
• Lack of responsiveness
• Lack of emotional expression
• Relationship violence
• Alienation / isolation from others
• Writings that convey clear intentions to harm oneself or others
• Suicidality, including threats, gestures, ideations, and attempts
• Observed self-injurious behavior (such as cutting or burning)
• Extreme rudeness or insubordination toward university officials, staff, faculty, or administrators
• Postings on social media outlets that are threatening
• Overreaction to changes in policies / procedures
• Extreme or sudden changes in behavior

Here are some of the types of challenging behavior that teachers may encounter in the classroom.

• 1) The Chatterbox. Talking in class when a lesson is being taught is disrespectful to both the teacher and the other students. ...
• 2) The Alpha. ...
• 3) The Argumentative. ...
• 4) The Brooder. ...
• 5) The Clinger

Teachers face many different challenges in the classroom. Disruptive and disrespectful behavior however cannot be tolerated. Here are some of the types of challenging behavior that teachers may encounter in the classroom.

1) The Chatterbox

Talking in class when a lesson is being taught is disrespectful to both the teacher and the other students. It is important for students to understand that this behaviour is unacceptable and rude. There are a number of ways to stop the chattering but isolating the student or ordering them to stop will only cause resentment. Rather than using negative forms of correction, simply stop speaking and wait for the talking to cease. Once this has happened, direct a thank you and a smile towards the students who were interrupting.

2) The Alpha

Teachers may often encounter a power struggle with certain students who refuse to do any work or cooperate in any way. Don't be dragged into this power play. Give the student a clear choice of either doing the work or not doing the work and facing the consequences. This could include missing out on free time or fun activities. This way, you are putting the responsibility on the student to make the right choice. When they do start to do their work, make sure to acknowledge their good behavior with smiles and encouragement.

3) The Argumentative

Being contradicted by a student is another form of power play which must be nipped in the bud immediately. Try not to be sucked into an argument while also not completely disregarding the students opinion. Defiant students may feel the need to assert themselves even more when they are presented with opposition. Instead, calmly explain that this is not the right time to have that discussion and move on. If the student persists, suggest an after class discussion of the problem. Remember to encourage curiosity and questioning in your students while still remaining in control of the class.

4) The Brooder

Having a moody or brooding student is a distraction for the teacher also. It is important to have a discussion with the student as soon as you notice this behavior, especially if it is out of character or a sudden change. Have a discrete discussion with the student after class to try and get to the root cause of the problem. There may be issues at home, bullying or other problems going on in the student's life that may be getting them down. It is your call whether or not the behavior is worrying enough to notify the parents.

5) The Clinger

A student who constantly calls for your assistance may be doing so out of the need for attention or may genuinely not be able to understand the task at hand. It is your job to properly evaluate the situation and assess if there may be a learning disability involved. If you do feel that it is a cry out for attention then you will have to make the student more dependent on their own. When they ask you to explain a task for the second time, tell them that they can ask the student beside them. Encourage them to attempt the work before calling for your assistance and give your note of approval when the work is done properly.

Here are some of her suggestions:

Try to understand where the behavior is coming from. ...

Help yourself manage negative feelings by reflecting on a past situation in your life where a similar conflict occurred. ...

Use positive strategies when dealing with the child. ...

Set a goal.

Effective teachers discipline with encouragement and kind words much more often than rebukes or reprimands. The goal is to help students feel good about themselves and their behavior in the classroom.

Inevitably, though, misbehavior happens. When it does, keep the collected wisdom of experienced teachers in mind:

• Take a deep breath and try to remain calm. It's natural to be overcome with frustration, resentment, and anger. But when you are, you become less rational, and your agitation becomes contagious.
• Try to set a positive tone and model an appropriate response, even if it means you must take a few moments to compose yourself. Acknowledge that you need time to think, time to respond. "This is upsetting me, too, but I need a few minutes to think before we talk about it."
• Make sure students understand that it's their misbehavior you dislike, not them. "I like you, Jason. Right now, your behavior is unacceptable."
• Give the misbehaving student a chance to respond positively by explaining not only what he or she is doing wrong, but also what he or she can do to correct it.
• Never resort to blame or ridicule.
• Avoid win-lose conflicts. Emphasize problem-solving instead of punishment.
• Insist that students accept responsibility for their behavior.
• Try to remain courteous in the face of hostility or anger. Showing students that you care about them and their problems will help you earn their respect and establish rapport.
• Treat all students respectfully and politely. Be consistent in what you let them say and do. Be careful not to favor certain students.
• Be an attentive listener. Encourage students to talk out feelings and concerns and help them clarify their comments by restating them.
• Model the behavior you expect from your students. Are you as considerate of your students' feelings as you want them to be of others? Are you as organized and on-task as you tell them to be? Are your classroom rules clear and easy for students to follow?
• Specifically describe misbehavior and help students understand the consequences of misbehavior. Very young children may even need your explanations modeled or acted out.
• Be aware of cultural differences. For example, a student who stares at the floor while you speak to him or her would be viewed as defiant in some cultures and respectful in others.
• Discourage cliques and other antisocial behavior. Offer cooperative activities to encourage group identity.
• Teach students personal and social skills — communicating, listening, helping, and sharing, for example.
• Teach students academic survival skills, such as paying attention, following directions, asking for help when they really need it, and volunteering to answer.
• Avoid labeling students as "good" or "bad." Instead describe their behavior as "positive," "acceptable," "disruptive," or "unacceptable."
• Focus on recognizing and rewarding acceptable behavior more than punishing misbehavior.
• Ignore or minimize minor problems instead of disrupting the class. A glance, a directed question, or your proximity may be enough to stop misbehavior.
• Where reprimands are necessary, state them quickly and without disrupting the class.
• When it's necessary to speak to a student about his or her behavior, try to speak in private; this is especially true of adolescents who must "perform" for their peers. Public reprimands or lectures often trigger exaggerated, face-saving performances.

When Personalities Clash . . .

Sometimes, despite our best intentions, we find ourselves actively disliking one of the students in our charge. The student may be rude, disrespectful, disruptive, obnoxious, or otherwise annoying. It's just human nature; some personalities clash. But instead of feeling guilty about our feelings, we can take positive steps to improve them, says school psychologist and teacher Shelley Krapes. Here are some of her suggestions:

• Try to understand where the behavior is coming from. Is the student distressed by a death, divorce, new baby, learning disability, or some other overwhelming experience? Speaking to the student's parents or guardian may shed light on underlying causes and help you develop sympathy through understanding.
• Help yourself manage negative feelings by reflecting on a past situation in your life where a similar conflict occurred. Discuss the situation with a friend or by writing your thoughts in a journal. Making and understanding these connections can help you let go of some of your current hostility or resentment.
• Use positive strategies when dealing with the child. One such strategy is addressing specific behaviors with precise language that describes what needs to be done. In addition, try to seat the student near to you or a helpful student, praise the student liberally but sincerely, give the student choices to promote self-worth and feelings of control, be firm and consistent about your rules, and express displeasure with the student's behavior without criticizing the student.
• Set a goal. If the situation between you and the child has not improved after two or three months of your best effort, it may be time to recommend professional/psychological/educational testing. Some problems are very complex and beyond your control.

 What is a bad behavior?

Spouses, children, and close family members might be deeply hurt or embarrassed by your behavior habits. But they live with you and often must tolerate these actions. Children in particular don't have the emotional skills to implement appropriate boundaries or express their frustrations about adult bad behavior.

How would you deal with a difficult student?

We all have those students who are habitually in trouble or are making trouble. This classroom management post is for all the teachers who struggle to reach those kids who snarl when you look at them, recoil when you are near them, and refuse to do what they are asked.

Here are ten classroom management suggestions on how to deal with these difficult students:

Stay in contact with parents

Make sure they know what is going on; how often he is in trouble, and what trouble it was. Create this bond and you won’t regret it.

• Use proximity to limit negative actions
• When at all possible, place the student nearest you (hard when you are immersed in PBL) or stay within close proximity to him.
• Have defined student expectations
• Use the same steps to get the student on task and behaving EVERY TIME…i.e., ‘this behavior ALWAYS equals this consequence.”
• Choose the best time to discipline
• You can’t win when you try to call out a student in front of his or her friends. Back off until you talk in private.
• Try to empathize with the student
• I know it’s hard, because the kid is RUDE, but try to find out what is really going on. Can you get someone to talk to the student? The student might need to take a safe seat to re-group.
• Build on common ground
• Reflect on your relationship to see if there is any way you can relate to the student. Does the student play sports? In the Band? Have a sibling? Build on that and see what happens.
• Utilize your teaching colleagues
• Talk to your colleagues; has anyone been able to reach this student? If so, set up a meeting with the student and the teacher.
• Make class work a non-issue
• This is HARD, but take the class work out of the equation for a short time and work on the relationship…work the “work” back in later.
• Try the peer tutor technique
• Ask yourself- Is the difficult student good in one subject? Can he tutor a fellow student? Can he help someone else succeed? It works BOTH ways.
• Never give up
• No matter the behavior, don’t give up on trying to reach that student…the negativity may be a defense for something deeper. Keep up the good fight!

How do you deal with your child's Misbehaviour?

When your child misbehaves: Tips for positive discipline

Discipline is a form of teaching your child. When discipline is positive, its goals are to:

• Protect your child from danger.
• Help your child learn self-control.
• Help your child learn a sense of responsibility.
• Help instill values.

As a parent, you have a unique bond with your child. If you discipline your child with respect and make sure that it’s consistent and fair, you’ll have lasting positive effects.

The Canadian Paediatric Society strongly discourages the use of physical punishment on children, including spanking.

What makes discipline work?

The best way to deal with challenging behaviours is to prevent them. But there will be times when your child acts in a way that is not okay. When this happens, your child needs to see discipline as fair. Discipline that’s not consistent (the same whenever possible) is confusing to children.

How can I help my child learn good behaviour?

• Offer praise and affection regularly.
• Know what to ignore.
• Plan transitions from one activity to the next, and talk to your child so he knows what to expect.
• Offer limited and realistic choices you can live with.
• Accept mistakes.
• Be a role model.

Let your child know what you expect and the rules for good behaviour. Remind her regularly about rules and limits. A good limit:

• Is appropriate to your child’s age and stage of development.
• Helps your child learn self-control.
• Protects your child and others.
• Is explained using simple language.
• Is enforced firmly, respectfully and kindly.

How can I deal with misbehaviour?

How you discipline will depend on your child’s age, stage of development, personality and many other factors. Here are some strategies to help:

Redirect to another activity

• Redirection—switching from one activity to another—works well with toddlers and sometimes older children.
• When you redirect your child, be sure to explain with words that teach her what you don’t want her to do.

Use logical consequences

• Apply clear consequences for your child’s action that relate to the behaviour. For example, if your preschooler throws food on the floor, make sure she helps you clean up the mess. When the mess is cleaned up, the consequence is over.
• When there isn’t a clear consequence, you can take away a privilege. For young children this must happen right away. For example, a child who is playing too roughly can be made to play away from other children for a short time.

Encourage problem-solving

• Solving problems helps your child learn about the consequences of her actions. Allow your child to help find a solution to misbehaviour and she will be more likely to make it happen.

What do I do if my child throws a temper tantrum?

Tantrums are a normal part of child development. They are caused by strong negative emotions that your child isn’t able to control or express in other ways.

You can prevent some tantrums by:

• Praising good behaviour on a regular basis.
• Reducing triggers whenever possible, such as being over excited, being hungry or overtired.
• Distracting and redirecting with other activities.
• Asking your child to express herself in another way if you sense that a tantrum about to happen: “Do you feel angry?”

Tantrums can often be shortened by:

• Stepping in before your child loses complete control.
• Speaking in a calm voice and acknowledging her frustration. For example: “It is okay to be angry, but you can’t hit.”
• Helping your child work out a problem or frustration.

When a tantrum does happen:

• Ignore the behaviour.
• Watch from a distance to keep your child safe. Move furniture, toys or other children out of the way.
• If your child becomes so upset and out of control that he might hurt himself or others, you should hold him, using just enough strength to restrain him. Do this carefully to avoid hurting him. At no time should you spank or use any other physical punishment.
• When the tantrum is over, offer a drink of water or a face wash.
• Redirect to a new and interesting activity. For older children, talk about what happened and come up with ways to better manage the situation next time.

How do you handle misbehavior in the classroom?

Here's how.

S tep 1: Observe. Resist the urge to jump in and stop the misbehavior right away. ...

Step 2: Stop the activity. Stop the activity by signaling for your students' attention. ...

Step 3: Wait. ...

Step 4: Send them back. ...

Step 5: Replay. ...

Step 6: Reteach. ...

Step 7: Practice. ...

Step 8: Prove it.

How do I improve my child's behavior?

The ten strategies here may go against what you've been led to believe about child-rearing, but exceptional children require exceptional ingenuity.

1. Start with Behavior Analysis. ...
2. Use a Behavior Chart. ...
3. Choose Your Battles. ...
4. Count to 10. ...
5. Keep a Big "Bag of Tricks" ...
6. Set Get-able Goals. ...
7. Keep Track of Transitions. ...
8. Say What You Mean.

How do you deal with a difficult child?

Here are six ways to stay calm in the midst of behavioral chaos:

1. Take Care of Yourself. When you're hungry, tired or overworked, your ability to calm yourself down in the face of negative child behavior will plummet. ...
2. Decide to Change. ...
3. Stop and Breathe. ...
4. Get Some Space. ...
5. Set a Limit Respectfully. ...
6. Find the Right Time to Teach.

Being rebellious is normal child behavior, but you're starting to lose your patience. Here's how to stay calm so you can discipline wisely.

Here are six ways to stay calm in the midst of behavioral chaos:

1.  Take Care of Yourself
2. When you're hungry, tired or overworked, your ability to calm yourself down in the face of negative child behavior will plummet. Our society sometimes implies that asking for help or taking care of yourself is unacceptable, says McNeil, but don't guilt yourself out. That means getting enough sleep, eating healthy meals and snacks throughout the day, and giving yourself some "mommy time." Whether you're sick, hormonal or just plain overwhelmed, request to tag-team with your spouse or nanny, and return the favor later on.
3.  Decide to Change
4. Reacting calmly to your child's shenanigans is a huge challenge, and it won't happen automatically. McNeil emphasizes that any major parenting shift has to be intentional and mindful in order to be successful. Create a mantra to keep yourself on track, like "I will not yell," "I can stay calm," or "I love my child."
5.  Stop and Breathe
6. If you feel yourself losing your cool, breathe deeply from your belly to calm your body naturally. Dr. Laura Markham, author of "Peaceful Parent, Happy Kids," calls this practice "stop, drop and breathe," and she encourages parents to do it even if they feel an intense need to react. After all, your brain is telling you that the situation is an emergency, but you can remind your body, through deep breathing, that it is not an emergency at all.
7.  Get Some Space
8. If you start to feel frustrated with your child's misbehavior, take a break to calm down. That might mean walking to the other side of the room or leaving the room entirely (if your child is over age 5). You can continue breathing or visualize a picture of your child at a happier time -- like when she had ice cream dripping down her chin and offered you a lick, suggests McNeil. "It's much easier to parent that child than the one hitting her sister right now," she adds.
9.  Set a Limit Respectfully
10. Instead of yelling, McNeil suggests whispering or getting very quiet, which can get the message across while de-escalating the situation. Dr. Markham emphasizes the importance of first empathizing with your child, then stating the limit: "I know you're feeling angry because you're having fun playing with those animals and don't want to leave. We do need to go to the doctor, though. Let's choose an animal to take with you to the doctor's office."
11.  Find the Right Time to Teach
12. Teaching your child a lesson is best done when the situation is diffused and they're on good behavior. If you child is misbehaving or throwing a tantrum, wait until things are calm, and then remind your child about what happened: "Something happened earlier today that bothered me. What can we do differently next time?"
13.  Sure, sometimes it seems like your kids just don't listen unless you yell at them. But yelling creates a fear and threatens to harm your relationship, says McNeil. Do you want to role model yelling as the right reaction to frustration? Your answer can give you the confidence to stay calm in the midst of the most frustrating child behavior that your kid can throw at you and the comfort of knowing you won't raise a spoiled brat.

What would make you a good student?

A good student always perceives right meaning from conversations, but an average student often misunderstands the original thoughts of a speaker or writer and derives a wrong conclusion. Self-Discipline: Discipline in managing the time is an important factor that every good student must possess. Six people share the qualities that they think make a good student. A good student is somebody who has a keen interest and a desire to learn and a willingness to work hard. I think what makes a good student is perseverance and discipline.

Qualities of a good student

Today’s students are tomorrow’s leaders. The qualities of the student are of great impact to determine the student's bright future and career. So, who is a good student? What are the qualities of a good student? Historically, the term ‘student’ refers to anyone who learns something. However, the recent definition of a “student” is mostly used to refer to anyone who attends school, college, or university.

What are the qualities of a good student?

1. Attitude: Basically, a good student possesses the ability and willingness to learn new subjects even if the subjects are not interesting.
2. Academic skills: Acquiring academic skills is the most important quality of a good student. Ability to read comprehensively, to write effectively, to speak fluently, and to communicate clearly are the key areas in which a student must be proficient. Having a good command in all these areas will make a student to shine in the class.
3. Ability: A good student has the ability to apply the results of his or her learning into a creative way and achieve the goals.
4. Perceptiveness: How well a student can interpret and perceive meanings from a conversation greatly determines the quality of a student. A good student always perceives right meaning from conversations, but an average student often misunderstands the original thoughts of a speaker or writer and derives a wrong conclusion.
5. Self-Discipline: Discipline in managing the time is an important factor that every good student must possess. Often delaying the tasks, such as writing assignments, reading text books, etc, may negatively impact the ability of a student to achieve the goals.
6. Understanding rather than memorizing concepts: Resolving any doubts by asking about them on the spot is always a good thing. Several surveys suggest students must understand the concepts rather than just memorize them. The memorized facts and theories will stay in student's memory until they leave school, college, or university. Once out of school, the students will totally forget the core concepts that they had learnt. Therefore, it is essential for a good student to understand the concepts.

How to Behave In Class

Some students find themselves constantly in trouble at school. There are so many ways to become distracted, and you are hardly alone! If you have trouble paying attention, sitting still, and are getting constantly called out by your teacher, you can still learn to follow the rules and channel your energy into becoming a better student.

Learning the Rules

• Follow the expectations. Learning requires behavior that lets you fully participate in the lesson, and allow other students to do work as well. A good student is one that is prepared, active, safe, interacting, and helping. In the first few days of school the expectations are generally made quite clear either verbally, in a syllabus, or written in an agreement. In general, the expectations are:
• Listen to your teacher and follow instructions. If you want to behave better in class, the first place to look for help is your teacher. Always do what the teacher tells you during class time. Listen closely to your teacher's instructions, when they tell you to be quiet, to start or stop working, to line up, or do anything else. If you listen the first time, you likely will not have to ask later.
• Be quiet. Typically, any time after class has started, it is time to be quiet. Save the things you want to say to your friends for later. If you have a question about an assignment, raise your hand when appropriate to ask, write it down to yourself and ask the teacher later.
• Avoid sitting with friends that get you in trouble. One of the common ways a student gets loud and disruptive is talking with friends. Sit up front to avoid the temptation to chat during class if you can. There's plenty of time to socialize at recess and lunch and after school. It’s also good to avoid bullies and "fr-enemies" other people who can tempt you into misbehavior. (You can talk to your teacher about this, and maybe pretend that you "have to" sit where you do, to take social pressure off of you.)
• Be on time. You need to be in the building when school starts, and you need to be in your seat when class starts. If you're struggling to make it to class on time, looking into time organization skills, material organization skills, and figuring out how much time you really need for transitions.
• Raise your hand if you want to speak. If you have a question, or you have something you want to say, don't just shout it out or direct it at your neighbors. Raise your hand, wait to be called on, and then speak when you've been given permission.
• Have something specific and brief to say, so you're not wasting class time rambling. The most appropriate time to raise your hand and speak is when you have a question that other students might have, as well. "What pages are we supposed to read for tomorrow?" and "How do you find the lowest common denominator?" are both appropriate questions.
• Inappropriate questions include things that are particular only to you, or things that are off-topic. "Why did I get a D?" or "What do you think of LeBron James, Miss Johnson?" are probably both inappropriate (albeit maybe interesting or funny) questions for class. If you want to talk to your teacher about these things, write down your question, and wait until after class.
• Work during work time. If you're given class time to do homework, make sure you use that time doing homework, not as free time. That means work on the assignment that you're supposed to work on.
• Don't work on homework for other classes during work time, unless you've been specifically given permission. If you're given time to work on a group project, don't withdraw from the group and sit working on your math homework. You're wasting work time, and the time of others.
• Talk to your teacher. Just letting your teacher know you are trying will go a long, long way! He or she can help come up with a way to improve together. Teachers can help modify the class, such as making clear prompts to what you are supposed to do, or avoiding embarrassing situations which may make you act out.
• If you've got a reputation as a trouble-maker, many teachers will be impressed if you're sincere about wanting to be better in class. Making the effort to talk to your teacher is a good first step in changing the way your teacher looks at you.
• Get to know your teacher! Your teacher is a person--not just a teacher! He or she has interests, feelings, and opinions. Getting to know your teacher as an individual may make it easier to listen and respond to him or her. Also, your teacher may get to know you as a person, too! This rapport can make working together a lot easier.
• Talk to your parents or guardian. Admitting you have an issue does not mean you are a bad person; you recognize you have a problem. And there are many reasons a student may have behavioral issues. Parents can do a lot in working with the school to get the help you need. It may be as simple as working with your teacher, to testing for Attention Deficit Disorder, to perhaps looking into a charter school.
• Charter schools, challenge programs, and other kinds of alternatives may be a better fit for you, if you're struggling with your behavior. Talk to your parents about the possibility of switching schools. If your parents are unwilling to listen, talk to a guidance counselor at your current school about the possibilities.

Staying on Task

• Use your imagination and decide to like the topics. If you have trouble paying attention and staying on task, changing your attitude can help a lot. Instead of rolling your eyes and groaning every time you have to learn history, work on your handwriting, or do math problems, try to use your imagination to make the tasks cooler and more fun. It might sound stupid, but pretending your schoolwork is fun can actually make it fun. Don’t “do your math,” pretend to be a rocket scientist learning to plot the paths of rockets, or an astronaut trying to plot your course home from the planet Zebulon 4. Pretend that you're Albert Einstein, cracking the secrets of nuclear energy.
• Don't "practice handwriting," pretend that you're translating secret messages from a mysterious government agency, or that you're learning to speak Klingon.
• Don't "do your reading," imagine that you're a famous author preparing to give a lecture in front of a crowd of adoring fans, or that you're a supercomputer uploading information into its positronic net.
• Take notes. One great way to keep yourself focused on the class topics and the lesson is to take notes. Even if you'll be provided with a review, or you don't eventually need the information for the test, if you struggle to pay attention, focus on writing down the important things the teacher says. Don't worry about writing it word for word, just try to come up with a list or an outline of the important things that happen in class. This will help you stay focused and you'll have something to refer to later.Taking notes can also help you improve your handwriting, which can help your grades improve and your relationship with your teacher a lot better. No one wants to read chicken-scratches.
• Don't worry about listening to the whole lesson at once, just focus on catching the next important thing the teacher says. Go one step at a time.
• Be prepared for class. You can't stay focused if you don't have all the necessary supplies ready, and you're in your seat on time. There's nothing worse for your classroom reputation than forgetting your math textbook, or having to ask for a pencil or a piece of paper that you forgot to bring. For each class, it's usually important to have:
• The textbook or books for the specific class
• A pencil, ink pen, or other writing utensil
• Enough loose paper or notebook paper to take notes or complete an assignment
• A folder or binder for class materials
• Your homework, fully completed
• Get involved in the class discussions. If you're not in the habit of contributing during class time, try to change up your habits. Raise your hand if you know the answer, and talk during discussions in class if they're going on. Don't talk just to talk, but try to find a way to engage with the topic and the other students in your class, rather than sitting there being bored, or causing trouble.
• Make yourself improve your grades. Just like changing your attitude about enjoying your classes, making an active choice to improve your grades can be an important first step in actually getting better grades. If that happens, you might be more invested in the class because, getting good feedback and seeing the results of your hard work.
• If you're struggling, find out about tutoring or homework help available at your school. Many schools have free tutoring programs after school that are available to students who want to improve their grades and get a little help, which everybody needs sometimes.

Avoiding Trouble

• Make good friends. At school, your friends will have a big influence on your behavior. If your friends are cutting up in class, getting in trouble, and joking around, it'll make it a lot more difficult for you to be on your best behavior. Try to make friends with kids who want to succeed in school, who are well-behaved, and who are fun to hang out with.
• The class clowns will always stand out, but that doesn't mean that these students are the best kind of friends you could make. Look to the quiet kids and try to hang out at recess, or sit with someone you don't normally talk to during lunch to find out if you get along.
• Don't be afraid to tell your friends that you can't sit next to them because you don't want to get in trouble. If your friends are true friends, they'll understand your desire to avoid getting into trouble and support you.
• Sit still. But if you want to behave in class, it's very important that you learn to relax and pay attention to stay on task. The best way to do this is to focus on sitting still. Don't fidget, mess around with the items in your desk, or bother your neighbors. Just sit quietly and listen to the lesson.
• Have lots of fun outside of school. For some students, going to school is the only time to see friends, making it much more tempting to joke around and act out when you're supposed to be studying. To avoid that temptation, try to make a point of hanging out with your friends a lot on the weekends, after school, and at more appropriate times. If you're so busy having fun, you might even start to look on school as a chance to finally sit quietly.
• Ask your parents to join up with a sports team or other club if you want to have something to do after school. Chess clubs, music clubs, and lots of organizations are available to students looking to get involved and stay busy having fun outside of school.
• Keep your cell phone somewhere you can’t get to it. Checking your cellphone is a big no-no in almost every classroom, but it can be so tempting to look! If you just can't stand the thought of leaving those Facebook updates alone, do yourself a favor. Make it impossible. Drop your phone off in your locker before you go to class, so you won't be able to check it even if you want to, or consider leaving it at home. If you absolutely have to keep it with you, shut it off completely.
• Get enough rest before school. Being tired can make lots of students irritated and more prone to misbehavior, including acting out, messing with friends, and even falling asleep in class. Being tired also makes it a lot more difficult to learn effectively. If you get a full night of sleep, though, you'll be ready to meet the day and pay attention in class.
• A sleep study at the Harvard Medical School concluded that more sleep means better memory retention. After being asked to memorize a series of random words, respondents who slept more the night before scored more highly on the test. If you want to improve your behavior and your grades, get more rest.
• Don't keep your cellphone next to your bed. Lots of kids–up to 10% according to the National Sleep Study–are awakened regularly and distracted in the middle of the night by texts and Facebook updates on cellphones, making it difficult to settle down and fall asleep. If you're struggling with tiredness throughout the day, keep your cell out of reach.
• Eat a good lunch. Too often, it's easy for students to drink a soda or eat some candy during lunch period, because cutting the eating short makes it easier to hang out with friends. This can mess with your blood sugar levels, though, making it much more difficult to pay attention in the afternoon. If you want to keep your energy up and your attention level high, it's important to eat a healthy meal in the middle of the day.
• Falling glucose levels are linked directly to a release in adrenaline, meaning that when your blood sugar dips, your body makes up for it hormonally by running on more adrenaline, making you more irritable and restless.
• Try your best to avoid the candy and the soda during lunch. Getting all geared-up on sugar means you'll crash in a few hours, making it very difficult to behave in the afternoon.
• If you don't like the meals at your school, take some time in the morning to pack a good lunch that you'll enjoy eating. try to eat some fresh fruit and vegetables, like an apple, carrot sticks, or other healthy snacks you enjoy eating.

Use Words and Actions. ...

Channel the Energy. ...

Play Calming Music. ...

Blow Bubbles. ...

Encourage a Break. ...

Try a Warm Bath.

BE A REASON FOR THE BEST BEHAVIOR OF LEARNERS!!!!