{"id":30724,"date":"2025-12-19T11:49:49","date_gmt":"2025-12-19T11:49:49","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=30724"},"modified":"2025-12-19T11:49:51","modified_gmt":"2025-12-19T11:49:51","slug":"challenging-classes-what-to-do-and-what-to-avoid-primary-school","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/challenging-classes-what-to-do-and-what-to-avoid-primary-school\/","title":{"rendered":"Challenging classes: what to do and what to avoid – Primary school"},"content":{"rendered":"
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Challenging classes: what to do and what to avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

Primary school<\/em><\/p>\n<\/div>\n


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In the style of a Teacher Training<\/em> notebook, this is a quick guide for teachers of primary school <\/strong>presenting 15 classroom scenarios <\/strong>in which students behave in a dysfunctional way. The guide offers suggestions<\/strong> on which approach teachers should adopt \u2014 and which must avoid \u2014 when facing with problematic behaviour.<\/p>\n

By analysing different situations, teachers will be better equipped to prevent disruptive behaviour and foster an inclusive and welcoming environment<\/strong> for all students.<\/p>\n

Find out more!<\/a><\/p>\n<\/div>\n<\/div>\n

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BOOK STRUCTURE AND CONTENTS<\/p>\n

Challenging classes \u2013 What to do and what to avoid<\/em> is divided into 15 chapters<\/strong>:<\/p>\n

Chapter 1 \u2013 I see everything in a negative light
\nChapter 2 \u2013 I can\u2019t find my balance anymore
\nChapter 3 \u2013 I don\u2019t understand why they behave like this
\nChapter 4 \u2013 Students are very rude
\nChapter 5 \u2013 Students are always distracted
\nChapter 6 \u2013 Students always keep their things in a mess
\nChapter 7 \u2013 Students disturb the rest of the class
\nChapter 8 \u2013 Students poison the classroom atmosphere
\nChapter 9 \u2013 Students don\u2019t let me teach
\nChapter 10 \u2013 Students get angry
\nChapter 11 \u2013 Students don\u2019t know how to regulate their emotions
\nChapter 12 \u2013 We feel uncomfortable in this class
\nChapter 13 \u2013 Students argue
\nChapter 14 \u2013 Students are always competing with each other
\nChapter 15 – We feel alone or in bad company<\/p>\n<\/div>\n<\/div>\n

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Each chapter contains:<\/p>\n<\/div>\n<\/div>\n

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At the beginning of each chapter, an illustration<\/strong> introduces the problematic behaviour<\/strong>.<\/p>\n<\/div>\n

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  • Explanations of the behaviour<\/strong>: Why does he\/she do that?<\/em><\/li>\n
  • Brief and simple indications<\/strong> for deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n
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    A more in-depth description to reflect <\/strong>on the specific behaviour.<\/p>\n<\/div>\n

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    Each chapter closes with a short paragraph entitled A Different Perspective<\/em>, designed to help the reader see things from another point of view<\/strong>.<\/p>\n<\/div>\n<\/div>\n


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    Leaf through some pages of volume which have been translated into English to facilitate your evaluation of the product.<\/strong><\/p>\n<\/div>\n

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