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As a teacher, especially if you're working with young children, it's better to offer an alternative behavior than scold a child for disobedience. Provide direct, clear instructions on how a child should behave when you see him or her behaving poorly.  When a child is behaving poorly, explain how they should be behaving and tell them why the behavior you're suggesting is better.  For example, if you see one of your students running at the pool, don't say: "Mason, no running." Instead, try: "Mason, it'll be safer if you walk, as you'll avoid falling and getting hurt." Children tend to be more receptive to being told what to do rather than simply being scolded for bad behavior. " Timeout is no longer popular disciplinary practice for young children as isolating a child can be frustrating. However, a time-in can remove a child from a distressful situation. If you suspect one of your students is behaving poorly due to stress or overexertion, propose a time-in.  Create private, cozy areas in your classroom where kids can sit and relax if they're being disruptive. Provide pillows, books, stuffed toys, and other calming items.  The idea is that the child is not being punished, but learning that he needs to regulate emotions better if he wants to participate in class.  Discipline should be a learning opportunity. When you have a moment, tell the child why their behavior was disruptive and brainstorm ideas on how to better cope the next time they get emotional or rowdy in class.  Parents could benefit from a time-in as well! If you're a parent, have a designated time-in space in your home where your child can go to calm down if they're struggling to regulate their emotions. Use positive statements and avoid negatives. Children may be disrespectful if they feel they're being disrespected. Don't use statements like, "I'm not going to help you with that problem until you try to work it out yourself." This will make the child feel he's done something wrong by struggling. Instead, say "I think you'll learn more if you try to work out the problem yourself first. Once you do that, I can try to help you." Using statements that are positive will reinforce the idea that you respect the child and are treating him or her like an adult. If a child treats you poorly or disrespectfully, try not to take it personally. Teachers often feel stressed out if children are mean to them or act out in class. It's likely your child is just trying to assert his or her independence or is dealing with something else and are taking it out on you.  Children often react in rash ways. Just because a child says, "I hate you," doesn't mean it's true. Remember, children often disrespect their parents or authority figures as a way of testing power structures. Don't get sidetracked. Keep your focus on the behavior your want your child to improve and not on the punishment. If the situation is not improving, it may be time you seek help. The child may be dealing with something and unwilling to talk about it with you. Also, something may be going on at home and he or she may need space to talk it out. Talk to your school's principal or counselor if you're worried a child may have an underlying issue preventing him or her from behaving in class. If the child trusts you, you could try asking the child yourself. Don't break their trust, however, and tell them ahead of time that you may bring the issue up with the principal or guidance counselor, depending on the severity.
Tell the child what he or she is supposed to do. Try a "time in. Stay positive. Don't take it personally. Seek help.