Chapter 5: Self-Regulation, Sense of Self & Challenging Behaviour
ECE5J Course Learning Outcomes
- Prepare and implement guidance strategies that maintain a healthy sense of self.
- Examine the goodness of fit between child and adult.
Let’s begin this chapter by thinking about challenging behaviour.
Imagine you have a student identified as having severe challenging behaviour by educators before you.
Perhaps they even ‘warned’ you about this student.
Let’s pretend he is a flight risk; he hits when he gets upset and often screams at the top of his lungs.
Reflect
What are your preconceived biases before even meeting this student:
Activity Text
Bias #1, Bias #2, Bias #3
Now, imagine how dis-advantaged this student is before even knowing him.
Imagine the perception the staff and the students have before he even walks into your classroom.
Now, let’s reframe this student.
Let’s take a detective lens and see this child’s misbehaviour as stress behaviour. Let’s ask ourselves, “Why?” and “Why now” when stressful behaviour unfolds.
As Stuart Shanker states, “There is no such thing as a bad kid” (Shanker, 2019).
Read, Reflect & Reimagine
Read the full article here by Stuart Shanker No Such Thing as a Bad Kid
When we reframe how we view the child and see them for who they are and what they can become, instead of the labels they are given, we can see a different child. This perspective shift allows us to recognize that behaviours, no matter how challenging, are often expressions of unmet needs, not an indication of a child’s nature. Every child has the potential for growth, learning, and change, and when we approach them with empathy and understanding, we empower them to succeed. The idea that there is no such thing as a “bad” child encourages us to focus on analyzing the environment around the child, providing guidance and support instead of judgment.
When children are consistently given negative labels, they can begin to internalize them, shaping how they see themselves and how they approach challenges. Labels like “troublemaker” or “lazy” can become a self-fulfilling prophecy, leading children to act in ways that align with those expectations.
Have you ever considered how a child’s negative label shapes how we see them? If we only see the child as their label (for instance, “bad”), we only notice the “bad” behaviour reinforcing what we believe about this child.
What if we were able to see this child differently? Would we see a different child? Understanding your role in shaping how the child sees themselves, allows you to see the child differently and to help change the child’s trajectory.
Growth Activity
Reframe the label below from a negative term and transform it into a growth-oriented term.
Activity Text
- Troublemaker → _____
- Lazy → _____
- Disruptive → _____
- Shy → _____
- Bad listener → _____
- A student who may need an educators support with time management.
- A thoughtful and observant individual who may need time to open up, or a different modality for participation.
- A student who is passionate and eager to engage in the lesson.
- A potential leader who challenges the rules to create change.
- A person who may need clearer communication from their educator.
Read, reflect & Reimagine
Read the article about a school that has re-imagined kindergarten orientation with a self-reg lens:
Watch the video Be a Mr. Jensen.
Video: “Be a Mr. Jensen” by Clint Pulver [3:12] is licensed under the Standard YouTube License. Transcript and closed captions available on YouTube.
