What usually happens before the
• Another child has something that the child
• The child has a verbal argument with
• The child is told no by a child or a teacher
• The child is close to others
• The child is pushed
• The child appears tired
•The child is provoked by another child
• The child is not able to accomplish a task
• The child does not want to participate in
• There is no apparent provocation
Who is usually the victim?
• The same child or a certain few children
• Anyone who argues with the child
• Only timid children
• Only assertive children
• Older or bigger children
• Younger or smaller children
What happens when the child hurts
• The child looks around to see if an adult
• The child admits hurting the other child
• The child denies hurting the other child
• The other child hurts the offender in
• The child apologizes or tries to make the
victim feel better
• The child goes on to hurt other children
•The child stays near the child who was hurt
• The child tries to hurt the same child again
• The child walks away
How does the child hurt other
• There is a relation between what
happened before the child hurt someone
and hw he hurts that child.
• There is a relation between whom the
child hurts and how he hurts that child.
• There is a relation between where the
child is at the time he hurts someone and
how he hurts that child.
• There appears to be no relation between
how the child hurts other children and
what preceded the aggression, who the
other child is, and where the incident
• This informal observation period should
provide clues to the problem that will
help you implement ways of eliminating
You will eliminate the child’s behaviour of
hurting other children by using several
• Prevent instances of aggression
- Informal observation has given you some
idea of when and under what circumstances
the child is most likely to hurt others.
-Using such information, be on the
lookout for any clues that indicate the
child is about to hurt another child.
- If the child’s anger is already aroused,
do one of the two things, depending on
the reactions of the child.
1.If the child is receptive to talking,
discuss his anger with him.
2. If the child does not respond to
talking and simply wants to hit
someone, use physical restraint. Put
your arms around the child in a way
that conveys your concern for him as a
person as well as your need to keep him
from attacking another child. Hold the
child this way until you feel the tension
• Praise all positive social
- The child needs to learn acceptable
ways of dealing with peers.
- It is important to let the child know
when his social behaviour is
- Praise positive interactions as often as
•Systematically teach the child to
control the impulse to hurt others.
- It is important to convey to the child
that feelings of anger are natural and
alright, but that hurting other people in
reaction to anger is not acceptable.
• If the Child Does Hurt Someone,
Use Time – out. Take the following
1. Quickly make sure that the child who
was hurt was all right. If at all possible,
another teacher should attend to the
2. Calmly take the child who has hurt
another child to the time – out area. Firmly
but quickly say, “I cannot allow you to hurt
other children. You will have to sit here
until I will tell you that you may get up.”
3. Note the time, and move away from the
child. Do not talk with or look at the child
during the time – out.
4. If another child approaches the time -
out area, quietly move the child away.
Explain, “Teddy needs to be himself for a
few minutes. You can talk to him when
he joins the class again.”
5. Promptly, at the end of the time, got to
the child and say, “You may get up now.”
Do not lecture. The child knows the
reason for the isolation. Channel the
child into constructive behaviour by
suggesting that he join an ongoing
• Continue keeping Track of the
- As you work with the children on
changing the aggressive behaviour,
continue keeping track every time the
child hurts someone.
- Record each day the total number of
incidents of hurting other children by
•It is quite possible that progress will be
•The graph will reflect even a small
change; this will encourage you to
continue the program.
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