Meiner Meinung nach wenn es in der Schule schon länger nicht glatt läuft, kann es daran liegen, dass das Kind eine Lernschwäche hat. Das heisst jedoch nicht, dass es weniger intelligent ist als andere. Es gibt auch hochbegabte Kinder, die im Schulalltag negativ auffallen. Zu beachten ist jedoch: Nur, weil ein Kind gerade eine Tiefphase durchlebt, muss es nicht an einer Lernschwäche leiden. Manchmal liegt die Ursache auch in sozialen oder familiären Problemen.

I think adopting a compassionate and proactive approach would be much helpful. Begin by identifying the specific behaviors and their underlying causes, such as emotional distress, learning difficulties, or social conflicts. Implement an individualized support plan that may include behavioral goals, consistent feedback, and positive reinforcement to encourage desired behaviors. Incorporate strategies such as mindfulness or physical activities, to help the student manage stress and improve focus. Regularly collaborate with the student, their parents, and possibly school counselors to ensure a holistic approach to addressing both behavioral and academic challenges, fostering an environment that supports both personal and academic growth.

Contrary to popular opinion, self-awareness and self-evaluation by learner is a teacher’s best friend when it comes to learners standing in their own way. Many people resort to giving advice or using criticism, none of which helps in the long run. By engaging learners in self-awareness practices and regular self-evaluation, we encourage critical thinking and taking responsibility for their progress at the same time. It also signals non-judgmental behavior from the teacher, which in turn provides a safe space for learners to show imperfection, concerns, and authenticity. I have been using this approach for quite some time, and managed to have learners as an ally, guiding me to help them achieve their goals.

To help a student improve behavior that’s affecting their academic progress, I focus on: Identify Underlying Issues: I work to understand the root cause of the behavior, whether it’s frustration, boredom, or external challenges. Set Clear, Achievable Goals: I establish specific behavioral and academic goals, giving the student a clear path to improvement. Provide Consistent Support and Feedback: I offer regular, constructive feedback and acknowledge positive changes, reinforcing better habits. These strategies help the student make progress by addressing both behavior and academics.

Be curious. Observe the behavioral patterns and try to explore what situations trigger the issues. Try to minimise those triggers, if they're within your control (especially the ones related to classroom management, instructional strategies, and socio-emotional support). Inform the parents and other stakeholders, such as other subject teachers/school leaders, to weigh in with their insights. Most importantly, have a conversation with the student and intervene empathetically. Collective efforts towards supporting the child is significant

To help a student whose behaviour is affecting their academic progress, you could start by identifying any underlying issues that may be influencing their actions, such as personal challenges, learning difficulties, or social pressures. Engage in a private, supportive conversation to express your concern and listen to their perspective without judgment. Collaboratively set achievable behaviour and academic goals, encouraging them to take ownership of their progress. Provide consistent guidance, positive reinforcement, and, if needed, involve support services like counselling or mentoring. Celebrate wins and deal with failures pragmatically.

Here are a few things I tried in a higher education context. My goal was to maintain a conversation, which I generally view as critical for the student's improvement. First, I included individual meetings in the syllabus to discuss the progress of each student and make sure they are actively working on the course projects. Attendance is required. Before the meeting, I jot down general questions to discuss, as well as any major concerns I want to address with individual students. For student struggling with behavior issues, I often asked them to talk about their career goals. Then, we discussed how the class could contribute to achieving these career goals. Most students valued such collaborations and improved their engagement.