Looking At Behaviors Through a New Lens

In TAP, I learned about how children communicate through behavior. Some common examples of this are kids throwing tantrums, crying, hitting, biting, withdrawing, or even more direct behaviors like pointing. Furthermore, the behaviors that were previously listed are frequently categorized as attention-seeking. It is important to identify the issue at hand and then address the problem. 

To expand, often, children will communicate through defiance. Arguing or refusing to cooperate are examples of defiance. This is identified as challenging behavior. Most adults see this as being disrespectful, but in contrast, I have learned that it is important to look at the bigger and deeper picture to understand what is going on. There are many things that this may signify, to illustrate, a struggle with transitions or a need for choices and control. Additionally, defiance can be present when there is a need for connection, attention, or a desire for independence. Another common example is emotional expression. This can include tantrums, crying, or even screaming. This often happens due to frustration. Sometimes even the need for help is a way of expressing it. Negative behavior is usually the go-to response when emotions are high. 

To enhance this topic, physical withdrawal is also a way children communicate. Physical withdrawal means shutting down. This can be demonstrated by turning away, hiding one’s face, zoning out, or not paying attention during activities. This is to communicate sadness, embarrassment, or possibly even the need for a change of environment or space. Sensory behavior is a soothing behavior that helps regulate emotions or stimming due to various reasons. For instance, it can be needed when one is stressed, bored, or anxious. This behavior is illustrated in rocking, hand flapping, repetitive motions, fidgeting, and chewing on non-edible objects. It is not exclusively seen in those who have autism, but in anyone. This is among the key insights I’ve gained from being involved in TAP..

In my classroom, there was a student who had obvious learning struggles. She had a hard time sitting still, often fidgeting, zoning out, and having trouble paying attention, and when answering questions and such, she would get distracted quite easily. The teacher often got frustrated, reasonably so, due to teaching a whole class where every student has unique struggles and different learning styles. Often, the teacher would get upset with her, and this caused the student to have a harder time learning. When I noticed this, I decided that a different approach, as well as from a different perspective, might be more effective. Consequently, instead of getting mad at the student, I applied what I learned from TAP and praised as well as redirected her. As soon as I did this, I could tell not only that it boosted her self-esteem but also improved her ability to focus. Additionally, I applied another element I acquired the knowledge of behavior management from TAP to situations with this particular student. A few times, she got really frustrated and started crying rather than yelling. I took her to the hall. By giving her a break just as I learned it was able to reset her and she was able to continue in class. Another aspect I used in the classroom was when she was fidgeting; I gave her the opportunity for flexible seating during work, which was remarkably effective. 

Drawing conclusions from my experiences, I inferred that all behavior is a form of communication, whether it makes sense or not; it is the job of teachers to figure out what the child is trying to communicate. These behaviors that often are discerned as outburst, or disrespectful, are not necessarily demanding to be stopped unless it is a danger to themselves or others. However, the behaviors should be addressed in order to help the child or student. These behaviors are children’s way of communicating; most have not yet learned how to properly verbally express their needs, but are crying out for help.