Last week we began looking at children’s stages of development, as a way of understanding their behaviour to help in avoiding confrontations that result in the need for punishment. This week we continue to look at some behaviours that children exhibit at different ages and suggest responses. You can also read about child development to help you better understand why children behave the way they do.

Behaviour at 9 years

At nine children are quieter than at age eight. They are more independent, responsible, dependable, and cooperative. They may sometimes be temperamental, but overall are fairly reasonable. A nine-year-old will take criticism fairly well if carefully phrased. They have a great interest in fairness and their friends’ standards may be more important than adult standards. They are very involved with themselves and may not hear when spoken to. They may therefore appear absent-minded or indifferent.

Response

Promote responsibility by asking them to do specific tasks. Use teaching methods that encourage them to cooperate but monitor their relationships with one another carefully. Use projects as the basis for learning rather than lecturing.

Behaviour at 10 years

By ten children are emotionally direct, simple, well-balanced and good natured, but still childlike. They are less anxious and demanding than at age nine, but may sometimes show a sharp violent temper. A ten-year-old enjoys his own humour, which may not be very funny to others.

Response

Involve the student’s ability to distinguish good from bad, right from wrong, truth from untruth. The best technique is to know what is reasonable to expect. Involve students in developing classroom committees, including disciplinary committees. Use humour in your teaching

Behaviour at 11 – 13 years

Early adolescence is a time of rapid change. Children at this age are developing their own identity and becoming more independent. Their need for privacy increases and they may be very sensitive to teasing. They are more moody. Friends become more important at this stage.

Response

Let your students know that you care. Arrange “sharing” sessions or activities (such as essays) that allow students to talk about their experiences and feelings. Encourage and demonstrate respect for one another. Try not to criticise or nag and do not allow teasing and insults.

(Adapted from UNESCO’s “Positive Discipline in the Inclusive, Learning-Friendly Classroom: Embracing Diversity: Toolkit for Creating Inclusive, Learning-Friendly Environments Specialized Booklet 1 A Guide for Teachers and Teacher Educators”).