Interaction Competencies with Children

for Teachers
(ICC-T)

Facilitator’s Manual
 ICC-T Facilitator’s Manual

Acknowledgements

The training workshop ICC was first developed with the aim of supporting teachers and
caregivers at primary schools and orphanages in Southern Tanzania by providing guidance in
nonviolent and supportive interactions with children. This workshop was developed within
the framework of a project by vivo international which was funded by Misereor. After initial
piloting efforts were successful, the training materials were further developed and revised by
an international team of German, Tanzanian, and Ugandan psychologists and teachers.
Throughout this process, the feedback by participants who had themselves participated in the
training workshops was particularly valuable in further refining the training protocol. Two
ICC versions for teachers were developed, one version for primary school teachers and a
second version for secondary school teachers.

Implementing and evaluating the effectiveness of ICC-T was made possible through stipends
by the Catholic Exchange Service (KAAD) and the Alexander von Humboldt Foundation, as
well as through funding and support from the University of Konstanz, Bielefeld University,
University of Dar es salaam (DUCE), the Daimler and Benz Foundation, and vivo
international.

We thank all the motivated caregivers, teachers, parents, and children who shared their
knowledge, experiences, and needs, and helped us to evaluate and refine ICC.

We welcome the widespread use of ICC-T with full acknowledgements. However, please
refrain from alterations without prior written permission.

September 2020

Dr. Katharin Hermenau, Dr. Mabula Nkuba, and Dr. Tobias Hecker

The German-African Network for Preventing Violence against Children

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Voices of participants of ICC-T trainings in Tanzania

"This seminar has come at the right time; it will help us to manage the behavior of our
students without negatively affecting their personalities as the results of caning and other
harsh discipline methods. We thank you for such wonderful training!!".

„My students are now more comfortable when interacting with me. […] I experienced a great
improvement in terms of honesty, and openness to their personal challenge. This training has
really helped us very much."

"Before this training, I was not taking the role of a teacher serious in shaping children's
behaviors. I did not expect that my behaviors might influence children's behaviors. In this
training, I have realized this, and I promise to implement new styles in working with children
at my school."

"Before, it was quite difficult for me to use the non-violent disciplining methods and I knew
very few of such methods. In this training, I have learned several alternative strategies. All of
these were new to me. I see a lot of improvements in my approach and I believe the
knowledge from this training will change my way of dealing with children at school."

"I could not imagine that corporal punishment could have such serious impacts on children's
well-being. I thought that corporal punishment could be the only way to make children
behave well and grow as responsible citizens. Now, I know the consequences and I am
prepared to change my strategies."

" ...this training is really very important for me and all teachers in Tanzanian schools. It is of
great importance for all of us in identifying children's personal problems and looking for
solutions instead of blaming the children alone."

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Table of Contents

INTRODUCTION .................................................................................................................... 1
What is ICC-T about? ............................................................................................................................................ 1

Why is teacher training important? ..................................................................................................................... 1

Key principles and fundamental values of ICC-T............................................................................................... 1

STRUCTURE AND APPLICATION OF ICC-T .................................................................. 2

Structure and course of the training..................................................................................................................... 3

Organization and preparation of an ICC-T training workshop ........................................................................ 7

Preparation ........................................................................................................................................................... 7
Organization ........................................................................................................................................................ 8

FEASIBILITY AND EFFECTIVENESS OF ICC-T ............................................................ 9

THEORETICAL FOUNDATION OF ICC-T ..................................................................... 10

The teacher’s role ................................................................................................................................................. 10

Communication .................................................................................................................................................... 10

Attachment theory ................................................................................................................................................ 11

Developmental and child psychology.................................................................................................................. 12

Physical and motor development ....................................................................................................................... 12
Sensory development ......................................................................................................................................... 13
Cognitive development ...................................................................................................................................... 13
Emotional development ..................................................................................................................................... 14
Social development............................................................................................................................................ 14
Development and academic success .................................................................................................................. 14
Adolescence ....................................................................................................................................................... 15
Internalizing and externalizing problems .......................................................................................................... 15

Harsh discipline .................................................................................................................................................... 16

Common myths about corporal punishment ...................................................................................................... 18

Learning theories .................................................................................................................................................. 19

Social learning ................................................................................................................................................... 19
Natural and logical consequences...................................................................................................................... 20
Behavior modification ....................................................................................................................................... 21
Behavior modification with incentives .............................................................................................................. 22

The goals of misbehavior according to R. Dreikurs .......................................................................................... 23

Goals during childhood ..................................................................................................................................... 23
Goals during adolescence .................................................................................................................................. 26

Democracy and participation in the classroom as described by R. Dreikurs ................................................. 26

Reinforcement ....................................................................................................................................................... 27

Childcare guidelines ............................................................................................................................................. 28

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SUSTAINABILITY, PEER SUPPORT AND MONITORING ......................................... 30

REFERENCES AND FURTHER SOURCES OF INFORMATION................................ 31

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Introduction
What is ICC-T about?
The ICC-T training workshop and manual offer a basic introduction to the essential
interaction competencies in working with children. This introduction will focus mainly on
non-violent interaction strategies and encouraging warm, sensitive, and reliable teacher-child
relationships. ICC-T was developed to prevent corporal punishment and emotional violence
and to improve the teacher-student relationship. The key principles that guide the
implementation of ICC-T are a participatory approach, an atmosphere of trust, confidentiality,
and a practical orientation. The ICC-T intervention components include sessions on (a)
teacher-student interaction, (b) maltreatment, (c) effective discipline strategies, (d) identifying
and supporting burdened students, and (e) using ICC-T components in everyday school life.
The ICC-T training workshop occurs over the course of 5 ½ days.

Why is teacher training important?

Despite the negative consequences, corporal punishment is still lawful and common in many
countries. However, more and more countries are working to change these practices and to
follow the different guidelines which emphasize the need to promote children’s rights. In the
classroom, many teachers hesitate to use violence in teaching. Unfortunately, difficult
working conditions, group pressure, and a lack of alternative strategies may lead to the
common use of physical and emotional violence. Besides the negative consequences for the
healthy development and the school performance of children, many teachers report that they
feel stressed by the use of physical and/or emotional violence, that it does not solve problems
long-term, and that the relationship with students suffers due to its use. However, they lack
alternative strategies, and feel overwhelmed how to start a change. Here, ICC-T can help to
fill this gap with knowledge, food for thought, reflections, exchange with colleagues,
alternative interaction strategies, and practices that are based in teachers’ experiences in
everyday life. ICC-T aims to start a change of attitudes, equip participants with knowledge
and competencies, and give time and space to practice the skills being taught.

Key principles and fundamental values of ICC-T

We follow a participatory approach and invite teachers to get actively involved in the
implementation of the ICC-T program. This includes the invitation to tailor the program to
their specific needs, and to develop their own strategies for implementing the training content
in their daily work. Other key principles that guide the implementation of ICC-T are an
atmosphere of trust between trainers and trainees as well as among trainees, confidentiality of
trainers and trainees in regard to all content exchanged during the training workshop, practical
orientation, and sustainability.

We believe that teachers generally want to have good relationships with their students, be
respected by them, and to help them to gain knowledge. Most teachers chose this work
because they enjoy working with children and they want to be satisfied with their work. They
want to guide their students to master school successfully and grow up as healthy adults. In
other words, we believe that teachers want the best for their students and feel professional and
personal satisfaction in working towards that goal.

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We believe that teaching, caregiving, working, and living with children are among the best
jobs in the world. We also acknowledge that this work is very challenging. We believe that
teachers, parents, and all other caregivers are constantly learning how to build a better
relationship with children and how to support children in growing up healthy and happy.
However, we also know that this task is demanding, and teachers and caregivers need to take
care of their resources and health to provide good care and education to children.

ICC-T was developed based on human rights and children’s rights. Further, we believe that all
children are born as “good” individuals. Adults caring for children have the right and the
responsibility to create a relationship and an atmosphere that supports children in their healthy
and happy development.

Children are social creatures, they want to take part, help, cooperate, and support others as
much as they can. As social beings, children are generally willing to cooperate. Children are
normally willing to do what their teacher or any other caregiver asks them to do, because they
want to please them and be loved by them. However, there are times where these types of
behaviors are not prominent in children’s behaviors. It is in these moments that we believe
there are reasons for difficult behaviors that we need to understand.

Children have an inner drive to develop. They develop at their own pace and according to
their individual plan. Each child has different strengths and talents.

If a child misbehaves, we need to connect to the child and to understand the purpose or reason
for their actions before we react ourselves. The reason behind children's misbehavior might be
rooted in past experiences or in the current living situation.

Adults have the responsibility for their own feelings, reactions, and behavior. We cannot
blame our reactions on the children; we can take responsibility for it and try to change our
reactions. The responsibility lies with the adults. This gives us the possibility and the freedom
to act – and not simply react – in our interactions with children. We become more competent
with every day, every practice and, every interaction.

Structure and application of ICC-T

With the help of this manual and some preparation, suitable professionals (e.g., teachers,
psychologists) are able to train teachers successfully in Interaction Competencies with
Children. A careful preparation phase is necessary to be able to answer possible questions
from participants and to guide discussions on controversial topics. It is helpful if the
facilitators are familiar with the everyday work-life of teachers.

After covering the theoretical basis, the organizational framework must be prepared. The
content and material are divided between primary and secondary schools, as some sessions
are different depending on the age of the students in the classroom. The ICC-T training
workshop needs to be implemented by at least two facilitators. The training workshop ICC-T
can be administered in one week with 5 ½ days of training (8 hours on a full day).

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Structure and course of the training

Five core components form the content of the ICC-T training (more information provided in
Table 1 below):
1. Teacher-student interaction: These sessions aim to foster empathy and understanding
of the students’ behavior, to raise awareness of the responsibility of teachers as a role
model, to create a good learning atmosphere, and to improve teacher-student
interactions. (3 sessions)
2. Maltreatment prevention: This component focuses on raising awareness of the
negative consequences of corporal and emotional punishment for children’s well-
being. Participants reflect on their own experiences of corporal and emotional
punishment as a child and on their use of harsh punishment as a teacher, with the aim
of connecting their own experiences and feelings to their current behavior and its
consequences. (5 sessions)
3. Effective discipline strategies: This component introduces different discipline
strategies to provide teachers with additional tools when maintaining and reinforcing
good behavior, and ways to effectively change or improve misbehavior. The aim is to
reduce the use of emotional and physical violence by learning non-violent alternatives
and reducing feelings of helplessness that teachers may sometimes experience. These
sessions also provide participants with opportunities to practice these skills.
(8 sessions)
4. Supporting burdened students: Sessions on identifying and supporting students facing
a variety of challenging circumstances aim to raise awareness for common emotional
and behavioral problems that may occur due to the stress related to navigating
difficult life challenges. Guidance is also provided in effectively identifying and
supporting such students within the school setting. (2 sessions)
5. Implementation: It is one thing to know something, and another thing altogether to put
it into practice! These sessions focus on ways the ICC-T components can be used in
everyday school life. Daily use of the ICC-T skills is essential for the sustainability
and efficacy of the ICC-T approach. In addition, support strategies to improve the
working atmosphere for teachers are discussed, including collegial supervision and
collaboration with school-counselors and parents. (2 sessions)

In the 5 ½ days of the ICC-T training workshop, each full day has four sessions (see Table 2).
There are breaks scheduled between sessions which give time for participants to refresh.
Games and songs are used to engage the group in the morning and after the lunch break.
These games and songs are also opportunities to practice possible activities that can be used
with children and in the classroom. The training workshop starts with a welcome session
which includes an introduction and a pre-evaluation. The workshop ends with a session on
evaluation and a time for participants to process and reflect on what they have learned
through the training. The evaluation is recommended in order to monitor the uptake and
feasibility of the training. Participants also receive the ICC-T certificate of participation for
their work during the training.

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Table 1. Overview of Interaction Competencies with Children – Teacher version (ICC-T)

Component Contenta
Teacher-student interaction § Communication skills
§ Instructions and expectations
§ Teachers as role models and implications
§ Structure, rituals, and rules in the classroom

Maltreatment prevention § Discussion of common discipline strategies in the

relevant country
§ Consequences of emotional and physical violence
§ Self-reflection about participants’ own experiences of
corporal and emotional punishment as a child
§ Self-reflection about participants’ own experiences when
using corporal and emotional punishment
§ Debunking myths about the effectiveness of corporal
punishment
§ Practicing alternative strategies to use instead of corporal
or emotional punishment (connected with the effective
discipline strategies component)
Effective discipline strategies § Introduction of non-violent strategies to maintain good
behavior (e.g., reinforcement systems, contracts, etc.)
§ Introduction of strategies to change misbehavior (e.g.,
time-out, privilege removal, etc.)
§ Practicing the introduced strategies in role plays

Identifying and supporting § Externalizing problems: Aggressive and oppositional

burdened students behavior
§ Internalizing problems: Depression and social withdrawal
§ Discussion about specific cases
§ Elaboration of strategies to support burdened children

Implementation § Putting the new knowledge into action in everyday school

life
§ Collaborating with other teachers and school counselors
§ Organizing a peer consulting system

Notes.a the components include presentations by the trainers, discussions (in the full group
and in small groups), record of the results, role plays, and repetitions. This table is an adapted
version of the table in Kaltenbach, Hermenau, Nkuba, Goessmann, & Hecker (2018).

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Different methods are used to make the workshop practical and foster the active involvement
of the participants:
• Theoretical input
• Discussion
• Small group work
• Self-reflection
• Practice in role plays

In many sessions different methods are combined. For example, a session may start with a
short theoretical didactic which is then followed by small group work. The results of the small
group work may then be discussed by the full group.

The implementation of this manual is facilitated by using different working materials

including: Facilitator instruction, scripted dialogue to support the facilitator in communicating
the didactic information, handouts for the participants, and small group instructions. All
necessary materials are included in this manual. The facilitator instructions and scripts are for
the facilitators’ use only. The facilitator should have the scripts for the didactic information at
hand while giving the lecture and as an orientation for putting diagrams and text on the
flipchart or blackboard. Copies of the handouts should be made and distributed to the
participants in the relevant sessions. Small group instructions need to be copied, cut, and
handed to each small group.

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Table 2. ICC-T training schedule

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6
PLAYING, SINGING, DANCING (15 min.)
ST
1 SESSION Plenum: Discussion: Small groups &discussion: Input& small groups: Input& role play: Small groups & discussion:

90 min. Welcome & Discipline and Myths about corporal Logical consequences Time-Out Collaboration with
Introduction education in [insert punishment parents & the school
Discussion: country] counselor
Status quo Support by colleagues
Evaluation I
BREAK (15 min.)
ND
2 SESSION Input & discussion: Input & discussion: Discussion: Input& small groups: Small groups & plenary: Plenary:

90 min. Primary School: Consequences of Effective discipline Structure, rituals & Implementation Evaluation II
Child Development harsh punishment strategies rules in the classroom Concluding Round
Input:
Secondary School:
Changing children’s
Adolescence -
behavior
Chances &
Effective educating &
Difficulties
discipline strategies
LUNCH BREAK (60 min.)
PLAYING, SINGING, DANCING (15 min.)
3RD SESSION Role plays: Self-reflection Role plays& discussion: Input& small groups: Input& small groups: FREE
90 min. Communication with Instructions&Expectations Reinforcement Externalizing
children systems problems

BREAK (15min.)
TH Self-reflection FREE
4 SESSION Discussion &small groups: Input& small groups: Input& role plays: Input& small groups:

90 min. Teachers as role Reinforcement- Attention, Contracts Internalizing

models Responsibility, problems
Aims in teaching Participation

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Organization and preparation of an ICC-T training workshop

Preparation
It is important that the facilitators prepare carefully for the workshop in order to ensure its
success. The facilitators need to be familiar with the underlying theory and concepts as well
as the content of the sessions. In the preparatory phase the facilitators should go through all
the materials carefully, prepare for input sessions, and practice small groups, discussions, and
role plays. Facilitators should discuss whether adaptions are necessary within their group of
facilitators (e.g., adapting the first session on day 2 about the legal situation to the specific
country).

The following points must be considered, too:

• It is crucial that facilitators have an open and respectful attitude. We do not want to
teach the participants what they are “doing wrong”. Instead, we are seeking to present
new insights and a variety of skills to support them in their work. We know that
teaching is a tough job and that working conditions are sometimes very poor and
challenging. We acknowledge that teachers want to do good work and care about their
students. We see teachers as the experts on their workplace. Together with the
teachers, we look for opportunities where teachers can interact positively with children
and create a good learning atmosphere despite the poor conditions at some schools.
We provide the theoretical knowledge and they provide their individual expertise and
experience with classroom conditions. By combining these perspectives, we put our
strengths together for the sake of children’s healthy development and education. The
training is a chance to reflect about what it means to work as teachers and to broaden
one’s knowledge and skills.
• The success of the training also depends on the team spirit of the participating teachers
and the atmosphere during the training. To enhance the team spirit within the
training group and atmosphere during training, facilitators should keep these key
principles in mind:
o Teambuilding and new ideas for games: To facilitate teambuilding and to
exchange ideas that teachers can use in their daily work with children,
facilitators and participants suggest and play games, sing songs, or dance
together in the morning before the first session and after lunch break.
Facilitators should prepare a collection of activities, especially for the first
days.
o Eating together: To create a trusting, relaxed, and open atmosphere the
facilitators should – whenever possible – eat together with the participants.
o Participatory approach: Participants are invited to actively engage, to tailor
the program, and to develop their own strategies on how to implement the
training content in their daily work. Feedback and ideas from participants on
difficult situations and implementation are very welcome. The participants are
encouraged to support each other.
o Practice orientation: Practice units utilize the theoretical foundations to
produce practical applications and skills that participants can actually use in
their daily work.

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o Trusting and secure atmosphere: Participants are encouraged to talk openly

about work problems and their own experiences of harsh punishment and
maltreatment, with the aim of creating a trusting and open atmosphere while
assuring confidentiality.
• Intensive practice and repetition of the new knowledge ensures that the skills
learned during training are sustained. To help reinforce what participants have learned,
facilitators should summarize the key points at the end of each session and start the
next sessions by summarizing what has been discussed previously. This is – on the
one hand – important in linking the content of the different sessions together. On the
other hand, it helps the participants take home the key information and reduces the
chances of participants being overwhelmed by the amount of information presented
over the course of the workshop.

Organization
Each participant should receive a folder in the beginning of the training workshop where all
handouts can be filed.

• Each participant should receive a notebook and a pen in the beginning of the
workshop.
• Trainers and participants wear name tags.
• Important materials for the workshop implementation are:
o Flipchart paper or black boards for presentations and small group exercises
o Scissors for cutting instructions for small groups
o Sticky tape for taping materials and visuals during the presentation

During the first session on day 1, the logistics of participation (e.g., workshop schedule,
transport reimbursement, etc.) should be clarified to reduce discussion of topics unrelated to
the workshop content. Also, the rules and responsibilities the group plans to observe during
the workshop should be commonly agreed to in the first session. As a part of that process,
participants should select leaders from among themselves who can help with managing daily
logistics-related issues and report any concern from participants to trainers (e.g., chairperson,
secretary, and timekeeper). The ICC attitude is that more knowledge helps children and
teachers more long-term than short-term material support.
• Beverages should be offered during breaks. If possible, lunch should be provided.
• We recommend holding a short round of reflection at the end of each training where
the participants can process how they feel and what impressions they are taking away
from the day of training.
• Additionally, after the end of the training day, facilitators should reflect together about
the day and discuss if there are still things to consider or prepare for the following day.
• Each participant who participated at least 4 full days receives the ICC certificate as
part of the last session on day 6.

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Feasibility and effectiveness of ICC-T

It is our goal to scientifically prove the feasibility and effectiveness of the ICC-T approach.
We have already carried out a number of studies in various countries and are currently
conducting further studies and will continue to do so in the near future. In this section, we will
summarize the findings to date and at the same time provide an overview of current ongoing
studies and an outlook on planned studies. We will also try to update this section on an
ongoing basis.

The first step we took was testing the feasibility of ICC-T in a pilot study. This study was
conducted in one selected primary school in Tanzania (Kaltenbach et al., 2018). The
participating teachers were highly motivated to participate in the intervention, reported a high
level of satisfaction with ICC-T, and a good integration of ICC-T content into their daily work.
Expanding our evaluation, we tested both the feasibility and the effectiveness of ICC-T using
a research design called a cluster randomized controlled trial (CRCT) in secondary schools in
Tanzania, (Nkuba et al., 2018). The CRCT showed similar findings as our initial pilot study in
regard to the feasibility of ICC-T and provided initial evidence of the program’s
effectiveness: Teachers who participated in ICC-T intervention showed fewer positive
attitudes towards the use of violent discipline compared to teachers from control schools.
Furthermore, the use of violent discipline by teachers (self-reported and reported by students)
was reduced in the intervention schools compared to the control schools. We have already
conducted a similar CRCT in secondary schools in Uganda (Ssenyonga et al., 2018). Just like
in Tanzania, we were able to demonstrate the feasibility of the training workshop in Ugandan
schools, too. However, the data regarding effectiveness have not yet been analysed. The same
applies to a CRCT that we are currently conducting in primary schools in Tanzania (Masath et
al., 2020).

For our next step we are planning to bring ICC-T to even more countries. We are aiming to
conduct further studies in the coming years that will demonstrate the feasibility and
effectiveness of ICC-T in different cultural and societal contexts. Your participation and
engagement with the ICC-T training workshop is a critical part of achieving the goal of
reducing the use of violent discipline against children around the world!

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Theoretical foundation of ICC-T

ICC-T is based on attachment theory, developmental psychology, and child psychology. ICC-
T focuses on preventing harsh discipline and other forms of maltreatment. Therefore, we
expanded the theoretical foundation to bring in important lessons from social learning and
cognitive behavioral theories. Parts of the training content were inspired by the work of
Rudolf Dreikurs (1968) and the parenting guidelines of the American Academy of Pediatrics
(1999, 2003). ICC-T for primary schools focuses on understanding how to interact with
children between 5 and 12 years, while ICC-T for secondary schools addresses the interaction
with adolescent students.

The teacher’s role

Human rights and children’s rights claim the same value and equal treatment for children and
adults. Consequently, we need a change in the methods of education, teaching, and discipline.
When we stick to the methods of pressure, physical power, and corporal punishment that are
very common in many countries and cultures, we get caught in a power struggle with students.
Applying more power, force, and humiliation leads to more defiance, opposition, and
resentment. The primary goals of teaching and learning are forced into the background and
school days run the risk of becoming a constant struggle for power between teachers and
students (Dreikurs, 1968). At worst, students may win the struggle by totally refusing to learn
and simply leaving school altogether. Finally, this situation is highly dissatisfying and
stressful for both students and teachers. Rudolf Dreikurs (1968) claimed that we need a
change in the teacher’s education to equip teachers with knowledge and strategies to
successfully teach and deal with difficult behavior in the classroom. He campaigned for a
“democratic classroom, based on mutual respect” (Dreikurs, 1968, p. 8).

In the spirit of Dreikurs, Dubanoski and colleagues stated: “The competent teacher is one who
can relate effectively to students and also produce the specific behavioral change that may be
necessary. Such competent teachers can be trained. We hope that they will teach classroom
socialization in the earliest grades in order to help prevent the serious school behavior
problems that may tempt the less prepared teacher to resort to physical punishment”
(Dubanoski et al., 1983; p. 7).

Teachers have a crucial role to play in the life of their students. Besides parents and other
caregivers at home, they are the primary people who have an educational influence in the
lives of children. The educational and academic experiences in school have influence far into
adult life. Capable and confident teachers can make a difference!

Communication
Every interaction competency a teacher acquires is expressed in verbal and nonverbal
communication with students, colleagues, and parents (Dreikurs et al., 2004). If the teacher
has a respectful and optimistic attitude, this attitude will show in their facial expression,
posture, and voice. The teacher’s voice will be calm and friendly. Confronted with
misbehavior the teacher will act kind and firm. If a teacher has faith in their own abilities to
handle the situation, their body language and voice will reflect it. However, the competent
teacher is also human and, just like any human, might feel angry, insecure, or helpless. The

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competent teacher will take a moment to calm down, reflect, and think. Then the teacher can
communicate and act constructively (Dubanoski et al., 1983).

The way we communicate instructions and expectations has a major impact on how students
react to us. By using eye contact and focusing on the student, the teacher makes sure to hold
the students’ attention. The teacher uses “I” statements rather than “you” statements. For
example, instead of saying “Why are making so much noise again. You never listen to me.
You are such a noisy child!” The teacher who uses “I” may say: “I can see that you would
like to get my attention, but it bothers me when there is so much noise during silent work. It
makes work difficult for everybody. I can come to you if you raise your hand silently.” The
“I” statements communicate the effect of the student’s behavior or actions upon the teacher.
They encourage the student to take responsibility for the actions. “You” statements are more
student-focused and are more likely to create a struggle between teacher and student.

Every message should be communicated in a respectful way without any sarcasm, blaming, or
scolding. Short and clear messages work best as they condense the important information and
leave less room for misunderstandings or endless criticism. Additionally, a teacher’s tone of
voice and facial expression are an important part of the message. They should be consistent
with the message, otherwise the message loses its clarity (The American Academy of
Pediatrics, 1999). In other words, a teacher’s facial expression should match what they are
trying to say to the student, otherwise the student receives confusing mixed signals.

Listening is an often-underestimated part of communication. A student feels seen and heard if

the teacher directs their full attention to the student and patiently listens. Effective listening
does not mean only passively keeping one’s eyes, ears, and mind open to the other person’s
message, but also actively engaging in listening. Active listening encompasses showing
interest and attention by nodding and small responses like “yes” or “I see”. By reflecting what
was heard and understood, the teacher can summarize and repeat back what the teacher thinks
the message was. The student then has the chance to confirm or correct what the teacher
understood. First, it is very important that the student feels that the teacher understood the
message. Understanding does not mean that the teacher needs to agree with the student or
support what they are saying. Instead, this form of understanding means that the teacher
accepts and understands the student’s experience and point of view. Listening means
receiving the message and mirroring back what was understood. The next step is to
understand what the student seeking in the moment. This could be anything from the student
wanting to just tell someone their experience, to seeking reassurance, a request for support, or
maybe even advice on how to address what they are describing. If a student just wants to tell
what happened and the teacher immediately gives advice and tries to “fix” things for the
student, the student might feel misunderstood. If the teacher can communicate respectfully
and listen attentively, the students will also improve their communication skills (Dubanoski et
al., 1983; The American Academy of Pediatrics, 1999).

Attachment theory
ICC is based on the elements of attachment theory (Bowlby, 1969). The main attachment
figures for children are their caregivers or parents. If the caregiver is sensitive and responsive,
the infant forms a strong bond to the caregiver (Bakermans-Kranenburg et al., 2003). The

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infant needs to feel he/she can rely on the caregiver to fulfill to their needs of closeness,
emotional support, and protection. Sensitive responsiveness to the child’s needs is mainly
viewed as the ideal behavior of primary caregivers across cultures and countries (Mesman et
al., 2016). Based on their first attachment experiences, children form an internal working
model for social interaction. However, this initial working model of social interaction is not
set in stone. Later experiences during childhood and adolescence can also shape the child’s
working model and influence future relationships. As attachment-oriented creatures, children
attach to a number of adults with different strengths of attachment. They build a net of
relationships that includes not only parents and relatives, but can also include neighbors,
teachers, and other important adults. All of these adults serve as role models, supports, and
emotional resources for the children. If parents fail to be present as (positive) attachment
figures in the lives of their children, other adults can become more important for the child. In
a longitudinal study with children from difficult backgrounds, one reason that a substantial
number of children became healthy adults despite their adverse living conditions was their
positive relationship and attachment to another adult outside of the family (Werner & Smith,
1994). These attachment figures and role models are very important for children’s healthy
development. Teachers can be such role models and play an important role in the life of their
students.

Developmental and child psychology

During childhood, children go through different phases of development. Instinctively, adults
know that they cannot expect the same from a baby that they do from a 10- year old. However,
adults often tend to overestimate the abilities of children, especially school-age children who
can talk and discuss with them. Further, adults may interpret the behavior of a toddler as a
provocation or make fun of the magical fears of a four-year-old child. It is important to have
some knowledge about the abilities of a child at a certain age in order to interpret the behavior
correctly and not to take it personally. Compared with the obvious development in the infant
and toddler years, the development during the school years is not always so clearly visible.
However, in the years from 5 to 10 the body and the mind of children stretch (The American
Academy of Pediatrics, 1999). Children start to orient more outwards to their peers and learn
about social interactions. Their character and identity develop. They try to find their place in
the larger world outside of the home. Even as they begin to explore their world, a child’s
family and parents remain a very important dynamic in the life of a child. From the magical
thinking in the preschool years, the child’s reasoning starts to become more logical. Around
the age of 12 years the child’s thinking starts to resemble adult thinking and often the time of
adolescence begins.

Physical and motor development

During childhood the body goes through a lot of changes. While the child grows, they change
in height, weight, stature, and strength. Although change happens consistently throughout
childhood, some developmental changes seem to happen all at once. The first big bodily
change happens when the child learns to walk and stretches its body (Largo, 2019; The
American Academy of Pediatrics, 2019). The second big change happens in puberty when
major changes occur in the body and brain (The American Academy of Pediatrics, 2003).
Children are born with an innate urge to move and practice their movements. This urge helps
them to learn all the basic steps, from holding their own head upright as a newborn, to
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crawling, and walking. They continuously practice movements and when they master one
movement, they practice the next. Practice is characterized by play and repetition. Preschool
children practice and perfect fine motor skills like throwing a ball and finally holding a pen
and writing (The American Academy of Pediatrics, 1999).

Sensory development
Children’s sight and hearing are different from adults’ sensory perception. The perspective of
a child is different from that of an adult because the child is smaller and the field of vision is
reduced (Largo, 2019). In the street, for example, children cannot see as far and wide as adults,
so they need practice to cross roads safely. Between the ages of 10 and 12 years sight is fully
matured (The American Academy of Pediatrics, 2003).

Even though hearing is matured in children by the ages of 5 to 6 years, children still have
problems to locating the source of noises around them and are easily distracted. A child
cannot detect the direction a car is coming from by hearing alone; a louder car seems to be
nearer. Children tend to be easily distracted by what they see and may forget about their
current tasks. Continuous supervision is needed, especially for younger children. Children are
almost always more drawn to what they see than what they hear, so they may be easily
distracted during lessons (The American Academy of Pediatrics, 1999).

Cognitive development
In childhood, the brain and cognitive abilities are still developing. Children need more time to
react, can only concentrate for a short period of time, and are more easily distracted than their
older peers. For example, a five-year old’s reaction time is twice as long as that of an adult.
Keeping this difference in mind, we need to give children enough time to react once
instructions have been given. By the ages of 8 to 10 years, children can concentrate for a
certain time. By the age of 14 or 15 years, the reaction time is typically the same as the one of
adults. At this age children can also concentrate on two things at the same time (The
American Academy of Pediatrics, 2003).

During the preschool years (2-5 years of age or so), children live very much in the moment.
They cannot plan ahead very far or predict the consequences of their behaviour. Until the age
of 6, children think and act in a self-centred way. They are driven by their current feelings and
think magically. Children believe for example in magical beings like fairies and that their
thoughts can change reality. Around the age of 7 years a child’s thinking starts to become
more logical. They start to act in a more planned and purposeful way. A short delay of
rewards becomes possible: They can wait a little longer before they receive a promised
reward or something nice to happen. In contrast, smaller children need the reward
immediately. For example, small children want to have sweets immediately if there are asked
if they want one candy now or three candies in one hour. Older children would choose three
candies in one hour. Primary school children (between the ages of 5-11, typically) take on
certain tasks during the week with the prospect of a nice rewarding activity once the weekend
arrives. Around the age 12 years a child’s thinking begins to more closely resemble adult
thinking.

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Emotional development
In the beginning, a baby needs help to handle unpleasant feelings and to calm down.
Preschool children learn how to name emotions and how to deal with them in a socially
acceptable way with the help of caregivers. Older children develop strategies to handle
emotions on their own. If children have support from caregivers, their developmental process
begins with a reliance upon external emotion regulation (through the help of caregivers) and
transitions to self-regulation (van der Kolk & Fisler, 1994).

Social development
Every infant has an innate need for attachment to a caregiver. The caregiver serves as the
child’s “safe place”. Children need care for survival, to be nurtured, and for affection. Small
children learn from their caregivers about relationships and interactions.

Children take several steps into the world: Starting around six months, children start to
explore their immediate environment. During the toddler years (~1-3 years old) they learn to
walk and start to develop a self-concept. The family is the focus of the child’s social
experiences. Once children start to attend school, social experiences outside of the family
become more important. During preschool (~2-4 years old) and primary school years (~5-11
years old) children learn more about their own thoughts and feelings and about the thoughts
and feelings of others (The American Academy of Pediatrics, 1999). They learn about their
own identity and abilities through interaction with others. During puberty, adolescents strive
to be grown-up and independent. During adolescence, the peer group is most important social
factor in the child’s life. That said, in all phases, social learning requires interaction with both
peers and adults. As a result, role models like teachers are important for every child’s social
development (Dreikurs, 1968).

Development and academic success

During the baby and preschool years, every step of development builds the foundation for the
abilities and skills children show when they are ready for school. Each ability and skill has a
certain time frame in which it normally develops. Depending on the type of skill, the
developmental time frame can last several years. As a result of the different developmental
timelines children may follow, not all children may be ready for school at the same age
(Dreikurs, 1968; The American Academy of Pediatrics, 1999).

Which abilities are essential for academic success?

• Fine motor skills
• Concentration
• Emotion regulation, frustration tolerance
• Self-confidence, confidence in one’s own abilities
• Handling the delay of rewards
• Social skills

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Adolescence
The beginning of adolescence is different for each child (The American Academy of
Pediatrics, 2003). Usually, it starts around the age of 12 and ends in the early twenties.
Adolescence is a time of significant physical, psychological, and social development. It is a
crucial phase in a child’s pathway toward maturing into an independent, responsible adult.
Adolescents are faced with many tasks: developing their sense of identity, perspectives for the
future, independence, self-confidence, self-control, social competence, and developing social
and romantic relationships (Konrad et al., 2013). The relationship with parents, while still
important, steps into the background and peers become even more important. Parents tend to
have difficulties developing their own relationships with their adolescent children, still
treating them more as a child than an adult (Dreikurs, 1968). During adolescence children
start to question their parent’s way of living, their values, and the political and social system.
The parents’ values and way of living seem out-dated or at least need to be questioned if they
are still valid for today’s and tomorrow’s world (Dreikurs et al., 2004). This process of
questioning, evaluation, and exploration is a crucial part of an adolescent’s development into
their own adult identity. Beyond the outwardly visible physical changes, a fundamental
reorganisation of the brain is also taking place (Konrad et al., 2013). The prefrontal cortex,
which is responsible for behavioural control, planning, and risk assessment, matures last. Due
to these skills developing toward the end of adolescence, adolescents may tend to make
decisions based more on emotions and rewards than on rational thinking. This tendency is
heightened in emotional situations. However, this sensitivity to emotions offers insight into
ways adolescents may learn best. Indeed, they profit most from learning and experiences in a
positive emotional context. The brain is very flexible and very sensitive for social and
emotional cues. The strategy of emphasizing the emotional context fits perfectly to the
developmental tasks of this stage of life. Due to the great flexibility of the adolescent brain,
experiences and external influence can be especially formative. This is a special opportunity
for educators to have a significant, positive impact in the lives of adolescents.

Internalizing and externalizing problems

During childhood and adolescence students may have to deal with several difficulties
depending on their family, living situation, and experiences with peers and school.
Difficulties and stress sometimes manifest in behavioural or emotional problems. These
internalizing and externalizing problems can make the student’s life even more difficult,
especially if the student is punished for the problematic coping behaviours. Internalizing and
externalizing problems encompass emotional problems and fears, conduct problems,
hyperactivity and peer problems.

Externalizing disorders are characterized by maladaptive behaviours that are directed towards
an individual's environment. These maladaptive behaviours may cause impairment or
interference in daily life and functioning. Externalizing disorders include aggressive
behaviour, attention-deficit/hyperactivity disorder, oppositional defiant disorder, and conduct
disorder (Lynch & Cicchetti, 1998). Children with externalizing problems may seem to be
“problematic children”, but they are actually “children with problems”.

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In general, to be “difficult” is an important and developmentally appropriate part of growing

up. Adolescents should not always follow an adult’s instructions and should be testing rules.
Through this, children learn about their own personality and achieve a sense of autonomy.
They discover the boundaries of adults’ rules and learn about self-control. In contrast,
externalizing problems are more intense and persistent than the developmentally appropriate
boundary-testing in which adolescents may engage. Children who suffer from externalizing
problems are often difficult to handle for teachers as they are disobedient and sometimes
aggressive. However, these adolescents are not “evil” by nature; many of them suffer from
problems at home, at school, or elsewhere. There are a number of reasons that may explain
why children develop externalizing problems. The most prominent reason is violent discipline
(Gershoff & Grogan-Kaylor, 2016; Hecker et al., 2014). Other factors play a role as well,
such as very high expectations from parents/teachers, school problems, conflicts with peers,
or problems in the family.

Children with internalizing problems such as depressive symptoms, grief or social withdrawal,
are often overlooked by teachers (Lynch & Cicchetti, 1998). They are often not regarded as
“children with problems” but as compliant and not complicated. Children with internalizing
problems are not compliant and uncomplicated, but many of them suffer from severe
problems and they suffer in silence. There are a number of reasons that may explain why
students develop internalizing problems. The most prominent reason is violent discipline
(Hecker et al., 2016), but also other reasons play a role like very high expectations from
parents/teachers, school problems, conflicts with peers, problems in the family, or the loss of
a parent.

Whether children suffer from internalizing or externalizing problems, they need support from
attentive and sensitive adults who are compassionate, make an effort to understand the
behaviour, and look for a solution together with the student. Not every teacher has the
capacity to do this, but every teacher can be attentive, supportive, and connect the child with a
school counsellor or someone in a similar role. If possible, it can be helpful to also cooperate
with parents. If the symptoms are persistent or become more severe, the student refuses any
support, takes illegal drugs, or has suicidal ideas, it is very important to seek additional help.
It takes a team to meet a child’s needs, and no one can or should try do it alone.

Harsh discipline
Harsh discipline can be defined as the use of any physical or psychological force with the
intention of causing physical or emotional pain in order to correct or control a student’s
behavior (Hecker et al., 2016). As physical and psychological discipline may harm the student
and pose a continuous threat or stressor to the student, harsh discipline is commonly defined
as physical or emotional abuse (Leeb et al., 2008). Harsh discipline encompasses corporal
punishment (e.g., slapping, spanking, caning) as well as emotional punishment (e.g., insulting,
humiliating). Although harsh discipline includes different types of discipline, they all share
the common trait that they harm the students or have the potential to harm the student. Harm
can be visible in form of physical injuries but sometimes the scars are also invisible. For
example, harsh discipline can lead to psychological harm, such as lowered self-esteem.

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Children often perceive harsh punishment as unfair and humiliating. As a consequence, they
either feel sad and worthless, or angry and full of revenge.

The consequences of harsh punishment are diverse and manifold:

The major lesson learned by the child through the use of corporal and emotional punishment
is one of fear, but not respect (Dubanoski et al., 1983). Using harsh punishment may stop the
child’s undesirable behavior in the moment, however the child does not learn alternative
strategies or behaviors. The child is compliant in this moment, without knowing the reasons
why this behavior is unacceptable (Gershoff, 2002; The American Academy of Pediatrics,
1999). No moral internalization takes place. If the child learns to solve conflicts with violence,
a cycle of violence may develop (Widom, 1989; Widom & Maxfield, 2001). Children and

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adolescents who experienced more violence by their parents and teachers are also more likely
to act aggressively not only towards peers but also towards teachers and parents (Dubanoski
et al., 1983). This cycle of harsh behaviors may lead to a power struggle at home and at
school (Dreikurs, 1968).

Common myths about corporal punishment

Many people have common beliefs about corporal punishment, which would be better
described as myths (Dubanoski et al., 1983; Straus, 2001). The following beliefs are
addressed and discussed in the course of ICC-T:

• Corporal punishment builds character.

Corporal punishment does not help build character. On the contrary, corporal
punishment leads to lower internalized moral beliefs, to a lower understanding of what
is right and what is wrong, and to more aggression. It is harmful for the character of
the child, not helpful. The child learns that to behave a certain way, because the
stronger adult wants it, not because the behaviour is more helpful in interaction with
others. If no one watches, there is no need to fulfil external expectations. Thus, the
child will show the expected behaviour if and only if someone watches who will
punish the child if they do otherwise. The child does not internalize any moral beliefs.
Consequently, it is important that the attachment figures exemplify moral concepts.
Praise and warmth are related to moral development, as well as sincerity, respect,
dignity, kindness, and firmness.

• Punishment teaches respect.

Respect has nothing to do with corporal punishment. Punishment teaches the child to
fear the teacher, not to respect them. Encouragement, winning cooperation, and
guidance are important steps toward gaining respect.

• Punishment is the only thing some children understand.

Some children are accustomed to corporal punishment and might be surprised if a
teacher acts differently, but there is no reason why other disciplinary approaches
should not work or even be better long-term. When using corporal punishment
children only learn that they misbehaved and might have feelings of resentment. With
alternative methods of disciplining, children learn not only to stop misbehavior but
also action alternatives. For children who view corporal punishment as the only
method of discipline, it is even more necessary that they experience positive methods
of discipline. With children who are already caught in a power struggle or show
vengeful behavior, more pressure and power will not help the problem behavior, but
only intensify it.

• Without corporal punishment, children become uncontrollable.

Corporal punishment is used to control children, but other methods do that even more
effectively. Pressure can make children learn, but it takes much more effort and holds
greater risk for destructive reactions than winning the child’s interest and participation.
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In schools where corporal punishment was abandoned, the behavioural problems did
not increase at all. Nonviolent discipline strategies are effective in controlling
children’s behaviour.

• Corporal punishment is more efficient, time-wise.

In the short-term, corporal punishment seems to be quick and efficient. Conversely,
using new, non-violent methods might take a little bit longer in the beginning than it
would take to spank a child. When a teacher uses alternative methods of disciplining a
few times, such methods will become more efficient and will not take longer than
corporal punishment. And there is a very important difference in the amount of time
spent on corporal punishment or on alternative methods of disciplining in the long run.
By using corporal punishment, the child does not learn any alternative, more
appropriate behaviour. The child might therefore show the same behaviour again and
again. Harsh discipline does not address the underlying aims of the behaviour, and the
problematic patterns stay the same. When using alternative disciplining strategies,
children know they misbehaved but also learn action alternatives. Studies have shown
that corporal punishment actually took up more time than other methods of
disciplining in the long term (Gershoff, 2017).

Learning theories
Social learning
As social beings and humans, children have a desire to belong to a group (Dreikurs, 1968). If
children feel that they belong, they are motivated to engage in constructive and cooperative
behavior. They cooperate not for a certain reward, but because of their sense of belonging and
contributing. When children feel like they are a meaningful part of the group, they are happy
to contribute. So, learning happens as a part of a group. Small children are already eager to
belong and contribute to a group. They orient their own behavior through the behavior of their
attachment figures and learn through imitation (Largo, 2019). The actions of adults and other
children are an important orientation for small children. Everyone who belongs to the same
group/family serves as a role model for them. Children learn the rules of social interaction
from their role models. They learn whether supporting each other is successful or if it is better
to be competitive. Maybe the main underlying rule in the group is that the strongest is right –
for example, the family has to do what the father says, and the smaller sibling has to do what
the older children want. The youngest child then may try to make others (such as a smaller
child or an animal) do what the child wants. The child may also learn that one is punished for
a mistake, even when one apologizes. However, when the child tries to hide the mistake or lie
about it, nobody may notice, and the child may not be punished. The child may notice that
even adults and older siblings may lie to escape negative consequences. If the child gets
punished with corporal punishment or emotional harshness, the child learns that the use of
violence is acceptable for those who are stronger.

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As children grow older, their peers become more important and children also learn a lot from
them. Still, however, adults like teachers are important role models. If adolescents have a
trusting relationship with an adult, they might still come to them for advice. The adult should
be careful to treat the adolescent with respect and not as a child, and to give advice rather than
to judge.

Natural and logical consequences

Besides social learning, humans learn through actions and consequences. Every action has
consequences, and those consequences may they be positive, negative, or a mixture of both.
Some consequences are intended, others not. Consequences can occur directly after the action
or be delayed. We learn best if consequences follow the action directly and are logically
connected to it (Dreikurs, 1968; The American Academy of Pediatrics, 1999). Natural
consequences naturally follow an action: If I go out in the rain, I get wet. If I lose my key, I
cannot open the door and have to wait outside. If I do not listen to the instructions given by
the teacher, I do not know what to do. If the consequences are not dangerous, a student can
deal with these consequences even if they are negative. However, sometimes in an
educational setting the natural consequence might be too dangerous or humiliating, so that it
can be replaced by a logical consequence, which is still logically connected to the action, but
structured by the teacher. If possible, the logical consequence of certain misbehavior is
discussed beforehand. A logical consequence is not a punishment, more a substitute for an
unsuitable natural consequence. In contrast to punishment, logical consequences are not
created by an authority, but result from the situation itself (Dreikurs et al., 2004; The
American Academy of Pediatrics, 2003). The teacher is not the one who imposes the
punishment but is more a friendly assistant. The teacher stays calm and stays away from any
threat or criticism. The teacher tries to use fewer words and act more. The teacher implements
the consequence immediately and when the situation is over, he/she moves on. Students
experience the consequences of their behavior and learn to deal with them. The teacher
reminds the student or students that he/she is confident that the they will manage. If a student
asks for help, the teacher discusses with the student how they can manage the task. The
teacher gives minimal assistance where necessary.

The responsibility for the behaviour and its consequences remains with the student. That does
not mean that the teacher does not care about the student. The teacher needs to monitor
whether the student is capable of dealing with the consequences on his/her own. The teacher
should have faith in the student to deal with the demands of the situation. Assistance should
be given depending on age, abilities, and resources available to the child. Just enough
assistance should be given so that the student can do the next step on his/her own again. For
example, if a student was late and missed the instructions for an activity or assignment, they
can ask another student for help. However, if a student was absent many days and did miss a
lot and they asks the teacher for help on how they can best catch up, the teacher could take a
moment after the lesson and together they can discuss with the student how the student can
catch up. The teacher can then involve others of the class to sit together with the student to
help him/her catch up. It is important that the teacher is approachable when help is needed.
Logical consequences are the most powerful learning tool, because we do not impose an

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artificial punishment, but mimic real life where every action leads to a consequence (Dreikurs,
1968).

Here are some examples of logical consequences:

• If a student destroys a pencil, he cannot write with this pencil anymore. He is

responsible for locating another pencil. For example, the student can ask other
classmates if it is possible to borrow a pencil.
• If students play ball and they destroy something, like a window or some other property,
with the ball, they cannot continue playing ball until they have helped to repair what
they have destroyed.
(Please note: In this example, the students do not need to repair the window on their
own. Assistance should be given depending on age, abilities and resources. They can
assist the person who repairs the window, or, together with a teacher or counselor,
they can think of measures they can put in place to prevent breaking a window again,
like finding somewhere more appropriate to play)
• When the students are noisy during a lesson, the teacher stops talking until they are
quiet again. The teacher could say: “During a lesson, we listen to each other. I will
continue talking when you are quiet.”
• When someone comes late to a meeting or the lesson, the teacher should start the
meeting/lesson on schedule. It is the responsibility of the student to catch up and ask
the teacher or others for any instructions they may have missed.
• When a student constantly leans back in their chair and (nearly) falls over, the teacher
can quietly remove their chair for the rest of the lesson. It is important here to act
without many words and without any criticism.
• If a student often does not listen to the instructions provided by the teacher and does
not know what to do, it is their responsibility to catch up. The teacher will remind
them to listen but will not repeat the instructions. The student can ask other students
for help or the student may need to finish the work after school.

Behavior modification
In educational settings, adults use consequences to modify the child’s behavior (Dubanoski et
al., 1983; The American Academy of Pediatrics, 1999). As adults, we can use positive
consequences as reinforcement for desired behavior and negative consequences as a way to
punish undesired behavior. These consequences are actively put into place by the teacher and
are a disciplinary reaction to the child’s behavior. However, in order for such consequences to
be most effective, discipline strategies should be appropriate, immediate, respectful, and teach
action alternatives to the child. Some examples of possible strategies include communication
strategies, attention, participation, reinforcement systems, and contracts. The first step of any
attempt at behavioral modification always needs to be understanding the motivation and
reasoning of the child. We need to observe what is rewarding or maintaining the misbehavior.
Once we know the purpose of the child’s behavior, we can find effective strategies for change.

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Behavior modification with incentives

The theoretical base for behavior modification is learning theory (Dubanoski et al., 1983).
The aim is to modify the student’s behavior through the use of incentives. In the classroom,
there are a number of incentives that can be used for positive or negative reinforcement.
Desired behavior is reinforced by adding positive incentives or by removing negative tasks
(The American Academy of Pediatrics, 1999). Positive incentives are often small gestures,
such as positive feedback, acknowledgement, and attention. Privileges, tokens, or preferred
activities can also be used as positive reinforcers. Reducing negative tasks like cleaning the
blackboard can be rewarding for the student, as well.

Often, we neglect to consistently reinforce a student’s good behavior in the classroom. We

tend to take cooperation and participation for granted. However, if we want students to
maintain good behavior, we cannot acknowledge good behavior often enough. When we give
feedback, we should give targeted feedback about the specific behavior. For example, a
teacher may say something like, “I liked the way you have helped other students in class with
their homework.” Additionally, teachers need to be aware that they strongly influence
students’ behavior through their own behavior (Dreikurs, 1968; Dubanoski et al., 1983).
Students are going to follow the lead of the teacher, and if we use threats or force to get
students to do what we want, we should not be surprised if students learn and use these
strategies, too. Teachers are role models and can demonstrate good behavior. It is important to
show that you are able to apologize and to learn from mistakes. Actions are more powerful
than words. Keep your actions as consistent and positive as possible: Do what you say, say
what you mean, and mean what you say!

The teacher is the main actor in creating an atmosphere where students want to participate and
contribute (Dreikurs, 1968):
• The teacher focuses on good participation and contribution to the lesson.
• The teacher encourages and reinforces teamwork and students helping each other.
• The teacher encourages the students’ active engagement in the lesson.
• As little attention as possible is given to misbehavior.

Misbehavior can be modified by adding negative incentives or by removing positive

incentives. For example, additional tasks can be assigned as a negative incentive. Misbehavior
can be followed by attention removal (active ignoring) or the loss of privileges, such as
students’ preferred tasks or privileges. The consequences of students’ misbehavior should be
defined before the misbehavior occurs and should be related to the misbehavior. Any
consequences laid out beforehand need to be adapted to the child’s age. Further,
consequences must be consistent and contingent. The same misbehavior should have the same
consequence (consistent). The consequence should follow immediately (contingent). The
teacher’s current emotional state should not determine the type and intensity of any
consequence.

When a teacher is faced with minor misbehavior in the classroom, active ignoring can be a
very successful strategy. The teacher briefly removes all attention and ignores when a student
shows misbehavior. However, once the student then demonstrates a desired behavior, the
teacher should respond by immediately providing the student with specific positive praise.

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Additionally, the teacher provides the student with action alternatives and acknowledges
every step of behavioral change. Additional tasks and privilege removal should be used
carefully. The penalty should be calmly discussed, should not be influenced by current
emotions. Rules and expectations should be clear, laid out in advance, and not presented as a
surprise, a threat, or a punishment. These measures can be discussed beforehand together with
the class rules during group discussions of the class. Additionally, very powerful measures to
modify misbehavior are natural and logical consequences as described above.

When dealing with misbehavior in the classroom, it is very important to refrain from feeling
provoked by the student and from engaging in instant reactions to their misbehavior. The
following points might be helpful:
• Be well-prepared with class rules and discuss misbehavior with the students
beforehand.
• Be firm, but fair.
• Be consistent.
• If you are angry, take a moment to calm down. Your anger is not a good guide.
• Distinguish between the action and the child. You are accepting the child, but not the
action.
• Attention reinforces behavior. If we put too much attention on misbehavior, we
reinforce it.
• Students in a rage cannot listen. Wait until it is over.
• Avoid getting into a power struggle. Refuse to enter the fight. Admit that you cannot
force the student, try to find an agreement together, guide their power toward useful
actions.
• We tend to talk too much. The message gets lost in the preaching, criticizing, scolding
and explaining. Silent actions are more powerful.

Generally, we recommend focusing on reinforcing and encouraging good behavior. If desired

behavior is reinforced and children feel accepted, they will show less misbehavior. Instead of
forcing students, we can encourage and guide them. Whenever possible, attention and natural
or logical consequences should be used to modify behavior.

The goals of misbehavior according to R. Dreikurs

Goals during childhood
According to Dreikurs (1968), the child desires to belong and contribute to a group. The child
learns from their past experiences how best to secure the own position and acceptance in the
group and the fulfillment of their own needs. The worst feeling one may experience is to feel
inferior to others and that one’s membership in the group is threatened. The child reacts by
compensating or withdrawing. The conclusions from past experiences build attitudes and
aspects of the child’s personality. These attitudes and the developed self-concept guide the
assumptions and actions taken by children regarding their own position in a group and what
the outcomes of certain actions are likely to be.

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All actions taken by children are motivated by a purpose, even though we are often unaware
of the underlying aims. The main underlying aim of a child is to belong to, and maintain their
place in, the group. The child wants to feel that they are an accepted and useful member of the
group. Based on their attitudes, the child is convinced their behavior is the only way to
effectively belong to the group and secure their place. This may happen through accepted
behavior or through misbehavior. Dreikurs (1968) describes four goals of disruptive behavior:
attention, power struggle, revenge, and the display of inferiority. The strategies to pursue
these goals may be active or passive (see Table 3). The activity or passivity of a child is based
on early experiences and connected to self-confidence and courage.

Table 3. Behaviors children use to belong to the group and secure their place in a group

Active Passive
Constructive Seeking for attention Seeking for attention

No success in one method leads to a

• trying to be top of the class • being nice and pleasant
• pleasing through high without active
academic performance engagement

more intensive strategy!

Destructive Seeking for attention Seeking for Attention
• acting out as class clown • lazy and stubborn behavior
• being cheeky/restless To display inferiority
• using provocation, power • loss of hope
and rebellion • thinking there is no use in
Seeking for power trying
• getting others to do what
you want
Seeking for revenge
• feeling hurt, so attempting
to hurt and reject others

Strategies to get attention can be constructive or destructive depending on the child’s feeling
of being an accepted part of the group. The child has the underlying belief: “I can only be
sure of my place in the group if I have your attention.” To get attention in an active,
constructive way children may try to be top of the class and to please the teacher through high
academic performance. In contrast, just being nice and pleasant without active engagement is
passive-constructive behavior from children with the goal of receiving attention. Only the
goal of getting attention can be achieved through constructive behavior patterns. However,
there are also two destructive behavior patterns children may use to get attention: active-
destructive and passive-destructive. Active-destructive behaviors may include acting out as
class clown, being cheeky, or being restless. On the other hand, passive-destructive behavior
is reflected in lazy and stubborn behavior.

Active-destructive and passive-destructive behaviors are the main avenues students utilize to
achieve goals of power and revenge. Through experiences of pressure and criticism from the
teacher, children may learn to fight against such tactics by using provocation, power, and
rebellion. The child has the underlying belief: “I only feel self-assured, if you do what I want.”
A child who has experienced rejection and refusal too frequently no longer believes that they
will be liked and accepted. This child feels hurt and seeks revenge by attempting to hurt and

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reject others. The child has the underlying belief: “I am the bad child. Everyone expects that I
will hurt and reject them, so that is what I do.”

To display inferiority or inadequacy, only passive-destructive methods are used. Children

display inadequacy if they feel so discouraged that they lost all hope. They have an
underlying belief that may be expressed as “I am a failure and I will not succeed, so there is
no use in trying.”

If a strategy remains unsuccessful and the child still feels that their position within the group
is in danger, their behavior pattern will shift to a more intense method in order to maintain
their position in another way. Active-constructive attention getting mechanisms will often be
replaced by active-destructive attention-getting mechanisms. If this fails, the behavior pattern
may shift to active-destructive power maintaining behavior and then to active-destructive
revenge patterns. Also, other deteriorations are possible. However, active behavior will
mostly be replaced by another active behavior and passive behavior patterns will mainly shift
to more severe passive behavior patterns. Importantly, the patterns can be changed and
improved by teachers, parents and caregivers with the help of educational strategies. The
child can also act according to more than one goal. To understand the underlying goals of a
certain behavior, the teacher can ask themselves (and the child): “What is the purpose of the
misbehavior? Could it be...To get attention? To be noticed? To get their way? To hurt others,
because they feel hurt? To get even? To be left alone? To hide that they feel stupid?”
(Dreikurs et al., 2004). Additionally, the teacher can get an idea of the underlying goal by
analyzing their own emotional reaction to the misbehavior. If the teacher supports students in
feeling accepted and contributing within the group, misbehavior is no longer useful.

Some strategies are helpful to target the behavior of one child, specifically: First, it is
important to refrain from feeling provoked by the child and engage in snap reactions, but to
evaluate the child’s behavior for the underlying goals. In this evaluation the teacher should
concentrate more on the purpose of the child’s behavior, and less on the underlying reasons in
past experiences. Focusing on past experiences can look like thoughts such as, “This child is
misbehaving because they may have been mistreated at home.” The evaluation of the past
influences and underlying reasons would lead too far and would exceed the training and
capacities of the teacher. The teacher can respond to the child’s behavior without reinforcing
the child’s goal but reinforcing the feeling of belonging and contributing to the group. Often
the opposite of the first reaction impulse is the most helpful reaction. For example, if your
initial response to a child’s misbehavior is anger and annoyance, responding with patience
and firm support can help to support the child in identifying alternative strategies to have their
needs met. Time and patience are needed to change a child’s attitude.

• If the child seeks attention, the teacher can ignore attention-seeking behavior and give
attention at other times when the child is demonstrating appropriate and positive
behavior, as well as encourage useful contributions to the class and lessons.
• If the child seeks power, the teacher may not use logical consequences or penalties and
avoids power struggles. Instead, the teacher asks for the child’s help and makes
agreements.

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• If the child seeks revenge, the teacher can use natural consequences, persuade the
child that he/she is liked, and involve the class in encouragement.
• If the child displays inadequacy, the teacher needs to continuously encourage the child
to not give up even though the situation seems hopeless. Further, the teacher
acknowledges every attempt the child makes to participate.

Goals during adolescence

During adolescence the goals of misbehavior are more diffuse than with younger students
(Dreikurs et al., 2004). The acceptance of one’s peers moves into the foreground and becomes
the most important goal. Besides the four goals introduced previously (attention, power
struggle, revenge, and the display of inferiority) and peer acceptance, goals like sex and
excitement play a role now, as well.

Democracy and participation in the classroom as described by R. Dreikurs

First and foremost, the relationship between the teacher and students is crucial. A good
relationship between teacher and students is based on sincerity, respect, dignity, kindness, and
firmness. Students will be motivated to learn if they can participate actively with
responsibility and if the teacher can elicit interest for the subject in the students. Pressure can
make students learn, but it takes much more effort and holds greater risk for destructive
reactions than winning the students’ interest and participation.

Besides the relationship, Dreikurs (1968) emphasizes that encouragement is the key to
fostering constructive behavior in students. Dreikurs wrote, “A misbehaving or deficient child
is mainly a discouraged child” (Dreikurs, 1968, p. 39). Children show misbehavior because
they are discouraged through humiliation, criticism, punishment, or overprotection. They lose
confidence in their own abilities. Criticism, correction, and pointing out mistakes may be
done with good intentions to help children, but it leads to even more discouragement. They
experience that they are faulty and deficient. Every student needs the feeling that the teacher
sees the student as a valuable person independently of their performance or ability in the
classroom. With this encouragement the students can show their full potential. In an
educational system that is focused on performance and competition rather than development
and learning, even teachers become discouraged. Nevertheless, if the teachers have faith in
their own abilities, they can see the students’ abilities and encourage them.

Most times teachers do not work one-to-one with a student, but with the whole class. Thus,
the classroom atmosphere is essential in motivating or hindering learning. Teachers need to
work with the class, not against it. Good communication, common objectives, and common
values are parts of a good class atmosphere. The teacher can create a team spirit and share the
responsibility for learning with the students. It is crucial to unite the class for a common goal
or interest. A cooperative atmosphere is more helpful than competitive one. It fosters values
that students need to learn and unfold themselves, like communication of ideas, coordination
of effort, friendliness and the motivation to contribute.

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Dreikurs distinguished different leadership styles in teachers: autocratic leadership, anarchic

permissiveness, and democratic leadership. Most teachers display a mixture of two styles.
Autocratic leadership mainly functions through pressure, punishment, and reward. Order is
most important. Dreikurs claims that a strong autocratic leadership based on punishment and
reward faces problems in a more democratic system and leads to the previously described
power struggles and revenge behavior patterns. On the other hand, anarchic permissiveness
gives total freedom; the teacher does not guide or lead the students. They can do as they
please. Democratic leadership is characterized by encouragement, winning cooperation, and
guidance. It combines freedom and order. In contrast to punishment, natural and logical
consequences are part of a democratic style, as they are results of the situation rather than an
action of the authority. Additionally, group discussions are an important part of the
democratic classroom. These class discussions take place on a weekly basis for around 30
minutes (Dreikurs et al., 2004). Initially, the teacher is the chairperson, and later students also
take turns in the role. Topics of discussion are good things that have happened, possible
improvements, personal issues, tasks and responsibilities, activities and plans, class rules, and
consequences of violations. It is important that the teacher guides the students to focus on
constructive comments and problem solving. Discussion rules help to keep a respectful and
accepting atmosphere. As a democratic and participatory tool group discussions should try to
seek consensus rather than leaning on decisions by simple majorities.

Students have great abilities, intelligence and capacity for responsibility. This is already true
for primary school students but becomes crucial in secondary school. Rather than
underestimating and dominating students, Dreikurs (1968) emphasizes that we need to work
together:
“If youth is not given a respectable place in our schools and in the community, its
determination to be independent and to claim its right as equals may well express itself in
useless, often highly objectionable and even harmful ways.” (Dreikurs, 1968, p.83)

Reinforcement
“He [the student] becomes what he is encouraged to become.” (Dreikurs et al., 2004, p. 36).

When a teacher focuses on the reinforcement of good behavior, this will foster motivation,
cooperation, and commitment among the students in the classroom. Reinforcement is possible
through encouragement, attention, responsibility, and participation. Students are more
motivated to learn if they can actively participate in shaping the lessons and if the teacher can
spark interest for the subject in the students (Dreikurs et al., 2004). A precondition for
academic success is the student’s confidence in their own abilities. Criticism, correction, and
pointing out mistakes may be done with good intentions but lead to discouragement. The
students need to feel that the teacher sees the students as valuable persons independently of
their performance and as someone who has faith in their abilities (Dreikurs et al., 2004). The
teacher can encourage the student to see mistakes as opportunities instead of failures. The
students feel encouraged if the teacher focuses on the improvement instead of performance.
Some students will never be the best students in the class, but they still have abilities and
strengths and can improve. If the improvement is seen and acknowledged, students feel
encouraged to engage and learn. An optimistic attitude is very helpful for the teacher to

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encourage students to try again after a mistake. Every student does something good, the
teacher just needs to be attentive, catch the student doing something good, and acknowledge
this. Through this, we focus our attention more on good behavior than on misbehavior.
Acknowledgement can be expressed through attention, eye contact, gestures or positive
feedback. The positive feedback should be specific and focus on the behavior. Abstain from
commenting on the person themselves (Dreikurs et al., 2004).

Examples for positive, specific, and encouraging feedback:

• I appreciate/like that you...
• It is good to see...
• I enjoyed that you...
• It was a great help that you...
• I noticed that you improved in...
• I am sure you can do... . If you need help, you can come to me.

Acknowledging good behavior shifts our attention from misbehavior to good behavior.
Attention always reinforces behavior. By focusing on good behavior, we reinforce good
behavior. Consequently, it is important to acknowledge the good behavior and small
improvements of disruptive students.

Good behavior is also reinforced if students feel responsible for a task. Students can and need
to take responsibility for tasks in the classroom and lessons. If they feel responsible for the
lessons, they will be more motivated to participate and learn. Being responsible is learned
through taking responsibility (Dreikurs et al., 2004). Consequently, students learn important
skills for their later life. Similarly, students care more about tasks and lessons if they feel that
their actions matter. Students can prepare certain parts of the lessons that are of interest to
them. If they can participate actively and take on responsibility for different classroom-related
tasks, they are more motivated. Additionally, regular group discussions (described above) are
a chance for participation, as all students take part, express their opinions, learn to listen to
each other, and share the responsibility to find solutions with the teacher. It is easier for the
teacher to work with motivated students, especially in big classes.

Childcare guidelines
The ICC training concept follows the childcare guidelines of The American Academy of
Pediatrics (AAP; 1999). The AAP emphasizes that there is almost always a reason behind
children’s misbehavior. To understand children and their behavior, adults need to try to
understand the child’s reasoning and motivation and whether the child acts under stress.
Further, changing children’s behavior demands time, effort, and good communication.
Understanding the circumstances that lead to difficult behavior is always the first step, even
before taking measures to change the behavior. If the circumstances are neglected, the
problem will return or become even worse. Changing a child’s behavior requires a change in
the adult’s behavior. If consequences are implemented to change the behavior, they need to be
reasonable and appropriately adjusted to the child’s age and abilities. Consequences and
rewards should be promptly applied in order to be most effective. The AAP recommends

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strategies like ignoring minor misbehavior, reinforcing change positively through attention,
being a role model, reward charts, contracts, and, if necessary, time out. Furthermore, they
recommend using natural consequences, logical consequence and privilege removal to correct
misbehavior. It is important that only the behavior is criticized, not the child itself. Adults
should become aware that children make mistakes as part of the normal learning process.

The AAP takes a clear position against corporal punishment. Corporal punishment helps the
adult to relieve their emotions and stops the behavior in the moment, but it is the least
effective way to discipline a child. It is physically and emotionally harmful for children and
adults. It teaches that violence is an acceptable way to interact and communicate. It hinders
the development of trust, respect, and reinforces resentment. Children do not learn any
alternative behavior. The AAP guidelines address primarily parents. However, they are
adaptable to every role model and educator in the life of children, including teachers.

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Sustainability, peer support and monitoring

The ICC-T training seeks to raise awareness of the importance of how we educate children
and to change the attitudes on the use of corporal and emotional punishment. Further, it aims
to equip teachers with new knowledge and alternative strategies to deal with misbehavior and
to improve their working atmosphere. During the training workshop, the participants have
various chances to practice the new strategies and to think about the ways these strategies can
be integrated into their work. We know that most participants leave the workshop with high
motivation to implement the new ideas into their teaching. However, the most crucial part
happens after the training. Several factors determine whether the participants can successfully
transfer the workshop content into their classrooms. Besides personal motivation and
resources, structural factors and support from school administration, such as the principal and
school management, play a role. Further, teachers who practice implementing new strategies
need to exchange with others to evaluate what worked, what did not, and what other strategies
may be worth trying. Supervision, or collegial consultation under the guidance of an external
professional, is very beneficial, but not always realistic. However, regular meetings with the
purpose of a professional exchange with colleagues (peer supervision) are essential in order to
keep experimenting and working with new strategies. Moreover, chat groups and video
conferencing can be used to connect with other trained teachers over distance. Additionally,
single training days to refresh the knowledge shared during the ICC-T training workshop and
discussion with colleagues also help to maintain changes over the long-term.

In order to monitor the participants’ level of uptake and satisfaction with the content of the
workshop, we recommend a short evaluation questionnaire at the beginning and at the end of
the workshop. An example of such a questionnaire for pre- and post-evaluation can be found
in the annex. Additionally, this evaluation can provide valuable feedback for the facilitators,
who should discuss after the training what went well and where they can improve.

As a measure of participation and to assure that the participants could profit from the training
workshop, the certificate is given only to participants who were present for at least four full
days. As a result, the participating teachers can present themselves as competent. Also, the
school can present itself as a competent school if more than half of the teachers have
successfully participated in a ICC-T training workshop (see certificates for teachers and
schools in the annex).

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References and further sources of information

Bakermans-Kranenburg, M. J., van IJzendoorn, M. H., & Juffer, F. (2003). Less is more:
Meta-analyses of sensitivity and attachment interventions in early childhood.
Psychological Bulletin, 129(2), 195–215. https://doi.org/10.1037/0033-2909.129.2.195
Bowlby, J. (1969). Attachment and loss. Volume l. Attachment (2nd ed.). Basic Books.
Dreikurs, R. (1968). Psychology in the Classroom. A Manual for Teachers (2nd ed.). Harper
& Row.
Dreikurs, R., Cassel, P., & Dreikurs Ferguson, E. (2004). Discipline Without Tears: How to
Reduce Conflict and Establish Cooperation in the Classroom (revised). Wiley.
Dubanoski, R. A., Inaba, M., & Gerkewicz, K. (1983). Corporal punishment in schools:
Myths, problems and alternatives. Child Abuse & Neglect, 7, 271–278.
Gershoff, E. T. (2002). Corporal punishment by parents and associated child behaviors and
experiences: A meta-analytic and theoretical review. Psychological Bulletin, 128(4),
539–579. https://doi.org/10.1037//0033-2909.128.4.539
Gershoff, E. T. (2017). School corporal punishment in global perspective: prevalence,
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https://doi.org/10.1080/13548506.2016.1271955
Gershoff, E. T., & Grogan-Kaylor, A. (2016). Spanking and child outcomes: Old
controversies and new meta-analyses. Journal of Family Psychology, 30(4), 453–469.
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Hecker, T., Hermenau, K., Isele, D., & Elbert, T. (2014). Corporal punishment and children’s
externalizing problems: A cross-sectional study of Tanzanian primary school students.
Child Abuse & Neglect, 38(5), 884–892. https://doi.org/10.1016/j.chiabu.2013.11.007
Hecker, T., Hermenau, K., Salmen, C., Teicher, M., & Elbert, T. (2016). Harsh discipline
relates to internalizing problems and cognitive functioning: Findings from a cross-
sectional study with school children in Tanzania. BMC Psychiatry, 16, 118.
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Kaltenbach, E., Hermenau, K., Nkuba, M., Goessmann, K., & Hecker, T. (2018). Improving
interaction competencies with children — a pilot feasibility study to reduce school
corporal punishment. Journal of Aggression, Maltreatment and Trauma, 27(1), 35–53.
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Konrad, K., Firk, C., & Uhlhaas, P. J. (2013). Brain development during adolescence.
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Ed.). Piper.
Leeb, R. T., Paulozzi, L., Melanson, C., Simon, T., & Arias, I. (2008). Child Maltreatment
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Masath, F. B., Hermenau, K., Nkuba, M., & Hecker, T. (2020). Reducing violent discipline
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Mooya, H., Murtisari, S., Noblega, M., Ortiz, J. A., Sagi-Schwartz, A., Sichimba, F.,
Soares, I., … Zreik, G. (2016). Is the ideal mother a sensitive mother? Beliefs about
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Teachers (ICC-T): A cluster randomized controlled trial at secondary schools in
Tanzania. PLOS ONE, 13(8), e0201362. https://doi.org/https://doi.org/10.1371/journal.
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Widom, C. S., & Maxfield, M. G. (2001). An Update on the “Cycle of Violence”. Research in
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Institute of Justice. https://files.eric.ed.gov/fulltext/ED451313.pdf

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ICC-T for primary schools
Materials for facilitators
 Interaction Competencies with Children – for Teachers (ICC-T) in primary schools
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
PLAYING, SINGING, DANCING (8.30 – 8.45)
1 SESSION
ST Plenum: Discussion: Small groups - discussion: Lecture & small groups: Lecture & role play: Small groups & discussion:
Welcome & Discipline and Myths about Logical Time-Out Collaboration with
8.30 – 10.15
Introduction education in corporal consequences parents & school
Discussion: Tanzania punishment counselor
Status quo Support by
colleagues
Evaluation I
BREAK (10.15 – 10.30)
2ND SESSION Input & discussion: Lecture: & Discussion: Discussion: Lecture & small groups: Small group and result Plenum:
Child development Consequences of Effective discipline Structure, rituals & presentation in the plenary: Evaluation II
10.30 – 12.00 Implementation
harsh punishment strategies rules in the Concluding Round
classroom
Lecture:
Changing children’s
behavior
Effective educating
& discipline
strategies
LUNCH BREAK (12.00 – 13.00)
PLAYING, SINGING, DANCING (13.00 – 13.15)
3RD SESSION Small groups: Self-reflection Role plays & discussion: Lecture & small groups: Lecture & small group FREE
Communication Instructions & Reinforcement Externalizing
13.00-14.45
with children Expectations systems problems

BREAK (14.45 – 15.00)

4 SESSION
TH Discussion – small groups: Self-reflection Lecture & small groups: Lecture & role play: Lecture & small group FREE
Teachers as role Reinforcement- Contracts Internalizing
15.00 – 16.30
models Attention, problems
Aims in teaching Responsibility &
Participation

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 1

Facilitator Instructions

Welcome session
Instructions to the facilitators:

Aim:

The welcome session should give the participants an idea about the content of the workshop,
its opportunities, but also its limits. From the beginning it is highly important that the
facilitators show a non-judgmental attitude and that they welcome the participants to actively
participate and involve in the workshop. The welcome session starts with an introduction
round (the facilitators welcome the participants and introduce themselves, then the
participants also shortly present themselves), then the facilitators present the schedule for the
workshop.

In the second step participants should discuss for 10 minutes with their neighbors what they
expect from the workshop. Key expectations should be discussed in the plenary, then a
discussion about the opportunities and the limitations in light of the current working
conditions at their school should follow.

The last part of the first session is used to conduct the pre-evaluation of the workshop.

Time frame:

Introduction: 20 minutes
Status quo: expectations, opportunities & limitations (30 minutes)
Evaluation: 45 minutes

1

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 1

Facilitator Instructions

Instruction for the participants:

Dear Teacher,

We are happy to visit your school again. As you remember, in the past months we have been
coming and talking with you about experiences on students’ behaviors and challenges at
school. Today, we join you again for a week to discuss and share different experiences and
strategies for the interaction with students.

So, in the next week we will share with you more about interaction competencies with
students and the use of effective discipline strategies in managing problems that may arise in
the work with students. Maybe you already know more about the topics to be discussed and
maybe you will learn something new, let us wait and see. In essence, this week should give
you the chance to have a break from the daily hassles, To take a step back and reflect together
with us about your work with students. We are happy to spend this time together with you and
look forward to fruitful discussions and talks.

In short, we will reflect together on different issues related to how you interact with students,
good communication, students’ difficulties and chances and discipline strategies; all together
with the intention of improving teacher-students interactions and relationships. We prepared a
time schedule that will guide us for the whole week in our discussion with you. Now I invite
you to take a copy so that we can later on go through it together and get to know what is
ahead of us.

Having said that, I once again welcome you to the training and I request your attention so that
we can achieve the goals of the workshop together.

Thank you and welcome!

2

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 1

Facilitator Instructions

Status quo: Expectations, opportunities & limitations
Aims:

Participants are asked to reflect and discuss for 10 minutes with their neighbors what they
expect from the workshop. Key expectations should be discussed in the plenary, then a
discussion about the opportunities and the limitations in light of the current working
conditions at their school should follow.

Time frame:

Discussion with neighbor: 10 minutes

Discussion in the plenary: 20 minutes

Instruction to participants:

Please take 10 minutes and reflect about what you expect from the workshop. You may also
discuss your expectations with your neighbor. We will then discuss the expectations of all
participants in the plenary.

Guiding questions for the plenary discussions:

• What are your expectations?

• When you consider your working conditions, does this impact your motivation to
participate in the training workshop in any way?
• When you consider changing your disciplinary strategies or improving your relation to
students, what challenges and limitations come into your mind?

Goals of the plenary discussion:

• Reflection and discussion about participants’ expectations.

• Discussion about opportunities within the limitations of the current conditions at
school: Despite poor working conditions (e.g., large classes, low payment etc.), we
can still improve our work for the sake of the students and our own satisfaction.
• The session should make clear from the beginning that the training program cannot
change the working conditions but that the workshop may help teachers to change
their behavior within the system. All information they share about poor working
conditions may help to change working conditions in the future. However, the training
workshop is designed to support teachers to reconsider their interactions and discipline
strategies within the given system and to improve their relationship with their students.
Changing a system takes very long time and needs awareness of the decision makers.
It cannot be covered in this workshop.

3

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 3

Facilitator Instructions

Child development
Instructions for the facilitator
Aim:
Refresh and refine the knowledge about child development. The participants should learn
about the developmental steps of children in the following areas: physical and motor, sensual
perception, cognitive and concentration as well as emotional and social development. They
should learn that students sometimes cannot follow the instructions or tasks because they still
lack certain abilities. They should learn which abilities are essential for academic success.

They should become aware of their impact as a role model. As social beings children want to
belong to a group and to contribute to this group. They urge to have a place in a group in
which they are accepted and liked. Sometimes children use misbehavior to reach this aim.
Participants should become familiar with different behavioral patterns. Finally, it is important
to keep in mind that teachers should not take the actions of children too personally, as they are
often determined by the child’s developmental stage.

Time frame:

The lesson including the questions and answers should take around 1 hour. After the input
presentation, there is time (30 minutes) to ask questions and to share experiences. You can
remind participants that the implications for the daily interactions with students will be
discussed and practiced in more detail during the workshop. In this session, we give a first
idea and an overview.

Involving participants:
The input presentation stops when a participant has a question. The facilitator should allow
questions but restrict discussions during the input.

Close the input with the summary on the last slide. Ask for questions or remarks.

In the end of the session, all participants receive the handout.

Discussion:

You could use the following questions to guide the discussion:

• How do you experience different developmental stages in the children?

• How do you address these as a teacher?
• When is a child ready for school? Why are the presented abilities essential for
academic success?
• Do you have examples for the four goals of misbehavior?

1
 Steps of a child‘s development
The way from birth to adulthood

20 years of
BABY ADULT
DEVELOPMENT

physical cognitive emotional

social sensory perception
1
 Physical Development
• The body changes a lot.
While the child grows,
it changes in height, weight, statue and strength.

• The first big bodily change happens when the child

learns to walk and stretches its body.

• The second big change happens in puberty

when many bodily features change.

2
 Motor Development
• Children are born with an innate urge to move and
practice their movements.
• This urge helps them to learn all the basic steps from
holding their own head as a newborn to crawling and
finally walking.
• Continuous practice of movements.

Ø Perfection of fine motor skills like throwing a ball and

finally holding a pen and writing.

3
 Sensory Development
• The perspective of a child is different from that of an adult
because it is smaller. Between 10 and 12 the sight is fully
matured.
• With 5 to 6 years the hearing is matured. Children still have
problems to allocate noises and are easily distracted.

• Children are easily distracted by what they see and forget

about their tasks. Continuous supervision is needed,
especially for the younger ones.

Ø What children see is always stronger than what they hear!

Ø Children are more easily distracted during lessons.
4
 Cognitive Development
• With 5 years the reaction time is twice as long as that of
adults.
• With 8 to 10 years children can concentrate for a certain
time, e.g. the length of the way to school.
• With 14 to 15 years the reaction time is the same as of
adults. They can now concentrate on 2 things at the
same time.

Ø Children need more time to react, can concentrate for a

shorter period and more easily distracted.
5
 Cognitive Development
• Until the age of 6 years, children think and act self-
centered. They are driven by their current feelings
and think magically.
• With 7 years the thinking starts to become more
logical. With 12 years the thinking starts to resemble
adult thinking.
Ø They start to act more planned and purposefully.
Ø They can wait a little longer before they receive a
promised reward. Short delay of rewards is possible.

6
 Emotional Development
• A baby needs help to handle unpleasant feelings and
to calm down
• Children
– learn how to name emotions.
– learn how to deal with them in a socially accepted
way with the help of caregivers.
– develop strategies to handle emotions on his/ her
own.
Ø From external emotion regulation (through the help
of caregivers) to self-regulation!

7
 When is a child ready for school?
Which abilities are essential for academic success?

Ø Fine motor skills

Ø Concentration
Ø Emotion regulation, tolerance of frustration
Ø Self-confidence, confidence in own abilities
Ø Dealing with the delay of rewards
Ø Social skills

8
 Social Development
A child takes several steps to the world:

• With 6 months it starts to explore.With 1-3 years it

learns to walk and starts to develop a self-concept.
The family is the focus of social experiences.
• With the beginning of school, social experiences
outside of the family become more important.
• During puberty the adolescent strives to be grown-
up and independent. The peer group is most
important.

9
 Social Development
• A child has an innate need for attachment to a caregiver. The
caregiver is the „safe place“.

• Children need care to survive, for nurture and for affection.

• During preschool and primary school years child learns more

about its own thoughts and feelings and it learns more about
the thoughts and feelings of others.

Ø They learn about their own identity and abilities in interaction

with others.
Ø Social learning needs interaction with peers and adults. Role
models are essential!

10
 Social Development
• As social beings children want to belong to a group
and to contribute to this group.
• Children are motivated to follow the rules of a group
if they feel like a member of the group.

Ø Children want to feel accepted and useful within the

group.

11
 Social Development
• All actions are purpose-driven, even though often we
are not aware of the underlying goals.

• The main underlying aim of a child is to belong to the

group and maintain his place in the group.

Ø This may happen through accepted behavior or

through misbehavior.

12
 The goals of misbehavior (Dreikurs 1968)
1. Get attention: “I can only be sure of my place in the group, if
I have your attention.”
Ø Children try to get attention through high performance,
pleasantness, being cheeky and restless or lazy and stubborn.

2. Power struggle: “I only feel self-assured, if you do what I

want.”
Ø From experiences of pressure and criticism, children may feel
insecure and learn to fight against it with provocation, power,
and rebellion.

13
 The goals of misbehavior (Dreikurs 1968)
3. Seek revenge: “I am the bad child. Everyone expects that I
hurt and reject them, so that is what I do.”
Ø Children who experienced rejection and refusal too
frequently, do not believe anymore that they will be liked
and accepted. This child feels so hurt and seeks revenge.

4. Display of inferiority or inadequacy: “I am a failure and I will

not succeed, so there is no use in trying.”
Ø Children display inadequacy, if they feel so discouraged that
they lost any hope. They try to avoid any situation that is
potentially humiliating.

14
 The goals of misbehavior (Dreikurs 1968)
• A child can act according to more than one goal.
• To understand the underlying goal of a certain
behavior, ask yourself (and the child):
What is the purpose of the misbehavior? Could it
be...
– To get attention? To be noticed?
– To get their own way?
– To hurt others, because they feel hurt? To get even?
– To be left alone? To hide that they feel stupid?

15
 The goals of misbehavior (Dreikurs 1968)
• If a strategy does not work (anymore) and the child
still feels his position in question, the behavior
pattern will shift to a more intense one in order to
maintain his position in another way.
• Equally, behavior can be improved by teachers,
parents and caregivers with the help of educational
strategies.
Ø Encourage the child and reinforce the child’s feeling
of belonging to the group!
Ø Experiences in school can have a positive impact on
skills, knowledge and self-esteem! 16
Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 3

Facilitator instructions

Communication with students

Instructions for the facilitator

Aim:

This session aims to sensitize for features that influence the communication and its outcome.
The aim of the session is that participants experience themselves that communication skills
influence whether we feel understood and valued by our communication partner or not. If a
student feels understood and valued, he or she will have a better relationship to the teacher
and will be more eager to follow rules and fulfill tasks. It is also easier to find a common
agreement between the teacher and the student.
Time frame:
Explaining the handout: max. 20 minutes
Role-plays: 60 minutes
Conclusion in plenary: 10 minutes
Introduction to the topic:
Good communication is crucial to understand the problems of students and to guide them in a
supportive way. What is essential for good communication with students? What do you need
to keep in mind?
Tasks:

• Each person receives the Communication handout in the beginning of the session.
• The facilitator should go through the handout, explain, and shortly demonstrate the
different aspects of good communication that are mentioned in the handout (max. 20
minutes). Questions are allowed but the discussion should be kept to a minimum!
• Now a series of role-plays follows (approx. 60 Min), in which the different aspects of
good communication are demonstrated (for details see below). The facilitator plays a
teacher and chooses one participant to act as a student. In the first round of the role-
play, the particular communication skill is not used and in the second round, the
facilitator uses the particular communication skill. After the second round, the
participant will be asked how he or she felt in the second round and whether he or she
felt a difference between round 1 and round 2. After the role-play in the plenary, each
participant should practice a similar role-play together with a partner. Then the next
communication skill will be demonstrated first in a role-play in the plenary (with
another participant!) and then again practiced in the partner exercise.
• Finally, in a short concluding round (10 minutes) each participant should share in one
sentence what he or she has personally learned in this session.

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 3

Facilitator instructions

Role-plays:
1. Body language:
a. The facilitator acts as a teacher and one participant acts as a student. The
participant should think of a specific student and act like this student.
b. A typical situation should be chosen: e.g. the silent work in the classroom. The
facilitator and the participant agree on the script of the situation, e.g. the
student is very noisy and does not listen to the teacher.
c. First round: The teacher tells the student to stop making noise, without
looking at the student and with no change in body language.
d. Second round: The teacher tells the student to stop making noise, and seeks
direct eye contact. The teacher uses his or her body to put his full attention to
the student (moving the upper part of the body to the direction of the student,
upright sitting position, etc.).

2. Reflective listening:
a. The facilitator acts to as a teacher and one participant acts as student. The
participant should think of a specific student and act like this student.
b. A typical situation should be chosen: e.g. a student is coming back from break
in tears and the teacher would like to know what is wrong. The facilitator and
the participant agree on the script of the situation, e.g. the student is crying as it
has been in a conflict with other students and feels treated unfair and excluded.
c. First round: The teacher asks the student what is wrong and expresses
empathy.
d. Second round: The teacher asks the student what is wrong and summarizes
and repeats the message and asks the student whether he/she has understood
what happened correctly. When the student signals, that the teacher understood
the situation fully and correctly, the teacher expresses his/her empathy.

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 3

Facilitator instructions

3. Active listening:
a. The facilitator acts as a teacher and one participant acts to as a student. The
participant should think of a specific student and act like this student.
b. A typical situation should be chosen: e.g. a student is coming back from break
in tears and the teacher would like to know what is wrong. The facilitator and
the participant agree on the script of the situation, e.g. the student is crying as it
has been in a conflict with other students and feels treated unfair and excluded.
c. First round: The teacher asks the student what is wrong and expresses
empathy.
d. Second round: The teacher asks the student what is wrong and gives the
student his/her complete attention and shows his/her interest by nodding and
using small responses like (e.g., “Yes…I see, Oh, Ah). Through these small
responses, the teacher encourages the student to keep talking. When the
student signals that he or she has shared everything that he or wanted to share,
the teacher expresses his/her empathy.

4. „I“ messages:
a. The facilitator acts as a teacher and one participant acts as a student. The
participant should think of a specific student and act like this student.
b. A typical situation should be chosen: e.g. the silent work in the classroom. The
facilitator and the participant agree on the script of the situation, e.g. the
student is very noisy and does not listen to the teacher.
c. First round: The teacher tells the student to stop making noise and tells the
student: Why are making so much noise again. You never listen to me. You are
such a noisy child!
d. Second round: The teacher tells the student to stop making noise and uses I-
messages to describe how he or she perceives the behavior of the student: I can
see that you would like to get my attention but it bothers me when there is so
much noise during silent work. It makes work difficult for everybody. I can
come to you if you raise your hand silently.

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 4

Small Groups

Teachers as role models
Facilitator instructions:

Aims:

This session emphasizes that teachers are important role models for students (besides their
adult family members). Teachers spend a lot of time with students and students learn from
them, not only what they teach, but more how they act and interact with others. So,
participants should be consistent with words and actions and use this knowledge in the
teaching and guiding of students. Teachers should do what they say, say what they mean,
and mean what they say: Keep actions and words as consistent and positive as possible. If
you make a mistake, show the student that you are able to apologize and to learn from
mistakes.

The session begins with a small group discussion followed by discussion in the plenary. The
small groups shall discuss which roles teachers play in the life of students.

Time frame:

Introduction and formation of small groups: 10 minutes

Small group discussions: 30 minutes
Presentation and discussion in the plenary: 40 minutes
Take home message and concluding words: 10 minutes

Guiding questions:

• Which role do teachers play in the life of students?

• How do teachers influence the development of students?
• Can teachers be role models for students?
• Which role did your teachers play in your life when you were a student?

Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 1

Discussion

Parenting and discipline – The situation in [enter specific country]

Facilitator instructions:
Aim:
When we reflect on teaching skills and address changes in attitudes and behavior regarding
harsh discipline, it is important to consider cultural and societal influences. In this session the
aim is to discuss and question commonly used disciplinary measures in the home country of
the participants.
The session should be a discussion about commonly used discipline strategies mixed with
information about legal regulations in schools and at home.

Time frame:
90 minutes for input and discussion.

Guiding questions:
We would like to discuss with you about common discipline strategies in [enter specific
country].
• What are common discipline strategies in [enter specific country]?
• How do parents and teachers make children do what they are supposed to do in
families and in schools respectively?
• What are common (daily used) discipline strategies in homes and schools?
• How do parents and teachers punish children’s misbehavior?
• What does the law in [enter specific country] say about parenting and discipline?
• What does the law in [enter specific country] say about corporal/physical punishment
at home and at school?
• Are there other guidelines people follow concerning parenting and discipline?
• How do parents and teachers learn about different parenting or discipline strategies?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 2

Facilitator Instructions

Consequences of harsh discipline

Information for the facilitator on theoretical input:

Harsh discipline can be defined as the use of any physical or psychological force with the
intention of causing physical or emotional pain for the purpose of correction or control of the
child’s behavior. As physical and psychological discipline may harm the child and poses a
continuous threat or stressor to the child, harsh discipline is commonly defined as physical or
emotional abuse.
Following the previous session about common discipline strategies in Tanzania, in this
session the participants should be guided to consider the often detrimental consequences of
violent discipline – mainly as results of physical/corporal punishment and emotional abuse.

Harsh discipline includes different types of discipline that all have in common that they harm
the child or at least have the potential to harm the child. The instructor should now present the
various consequences of harsh discipline. Harm can be visible in form of physical injuries but
sometimes the scars are also invisible, for example psychological harm such as lowered self-
esteem. Especially emotional abuse leaves psychological scars that may be long-lasting and
affect the child not only in adolescence but also later in life. Yet, these consequences will only
be seen some years later.
Over the last decades research from all over the world has shown that harsh discipline in form
of physical and emotional punishment has various negative consequences. These
consequences have been shown in hundreds of studies all over the world, both in western and
African countries. There is also a good evidence base of studies that have been conducted in
Tanzania about the potential negative consequences of physical punishment and emotional
abuse.
Though physical punishment and emotional abuse increase the risk for various problems, it
does not necessarily lead to problems in each child. There may be examples of children that
were not or not obviously harmed. In sum, however, children and adolescents who
experienced more physical punishment and/or emotional abuse do worse than children who
did not experience or experienced less physical punishment or emotional abuse! The question
is: Do we want to run the risk that maybe not all but some children develop behavioral,
emotional and/or cognitive problems because of our way of disciplining them?

Cycle of violence: The way we have been treated in childhood (e.g., by our parents and
teachers), the same way we most likely treat our own children (despite the fact that in
adolescence we may have sworn that we will treat our children differently!). The cycle of
violence may also be related to some experiences that the participants will share during the
self-reflection sessions.
As the child learns to solve conflicts with violence, a cycle of violence may develop. Children
and adolescents who experienced more violence by their parents or teachers are also more
likely to act aggressively towards peers but also towards teachers and parents.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 2

Facilitator Instructions

Aim:
The aim of the theoretical input is to give examples of harsh discipline that may be harmful to
students. Furthermore, the input should provide the participants with an overview over
potential negative consequences of physical punishment and emotional abuse. The focus of
the session will be on various emotional, behavioral and cognitive consequences of physical
punishment and emotional abuse.

Time frame:
Approximately 45 minutes plus 20 minutes for questions and discussions.

2
 Harsh discipline
• Harsh discipline can be defined as the use of any
physical or psychological force with the intention
of causing physical or emotional pain for the
purpose of correction or control of the student’s
behavior.
Ø As physical and psychological discipline may harm
the student and poses a continuous threat or
stressor to the student, harsh discipline is
commonly defined as physical or emotional
abuse.

1
 Examples of harsh discipline

Harsh discipline

Physical Emotional
punishment punishment

spanking slapping caning insulting humiliating

2
 How do children feel when they are punished?
Childrens’ feelings:
A 6-year-old girl:
“When my mother yells at me, I feel very lonely and often think that nobody loves
me and that I do everything wrong.“
A 12-year-old boy:
“Beating hurts and then I get angry and sometimes start teasing my younger
brother.“
A 10-year-old girl:
“I feel loved by my parents, but not when they beat me.“
A 7-year-old boy:
“When I hear my father coming home, I startle and get afraid. I never know when
he gets angry. When he gets angry, he beats my mum and sometimes also me.“

Ø Children perceive harsh punishment often as unfair and

humiliating. As a consequence they either feel sad and worthless,
or angry and full of revenge. 3
 Consequences of harsh discipline

• Harsh discipline includes different types of discipline

that all have in common that they harm the students
or have the potential to harm the student.
• Harm can be visible in form of physical injuries but
sometimes the scars are also invisible, for example
psychological harm such as lowered self-esteem.

4
 Consequences of physical punishment

Physical
punishment

emotional behavioral cognitive

Emotional consequences: Behavioral consequences: Cognitive consequences:

• More aggressive behavior
• More mental health in childhood • Lower school
problems • More aggressive behavior in achievement
– Depressive Symptoms adolescence & adulthood
• More antisocial & • Lower working memory
– Internalizing problems delinquent behavior in capacity
• Lower self-esteem childhood
• More antisocial behavior &
• Lower attention
• Less secure attachment to delinquent in adolescence & capacity
caregiver adulthood
• Lower concentration at
• Lower quality of caregiver- • Less prosocial behavior
child relationship school
5
 Consequences of emotional punishment

Emotional
punishment

emotional behavioral cognitive

Emotional consequences: Behavioral consequences: Cognitive consequences:

• Impaired self-image and self- • More aggressive and • Learning difficulties
esteem oppositional behavior • Concentration
• Difficulties to make friends and • More likely to show symptoms of problems
relate with others hyperactivity
• Social withdrawal • More bedwetting
• Depressive symptoms
• Suicidal thoughts

6
 Harmful punishment teaches a student ...

• ... fear but not respect!

• ... what not to do, but not what to do!
• ... immediate compliance, but no moral
internalization!
• ... to solve conflicts with violence!

7
 The cycle of violence

As the student learns to solve

Emotional
conflicts with violence, a cycle
discipline of violence may develop.
Children and adolescents who
experienced more violence by
Exposure to
Use of harsh their parents and teachers are
harsh
disciplne
harsh also more likely to act
discipline
aggressively towards peers but
also towards teachers and
parents.
Physical
discipline

8
 The power struggle in schools
• The use of pressure and (physical) power lead to a power
struggle with students.
• Applying more power, force, and humiliation leads to
more resentment, rebellion and revenge.
• Teaching and learning steps into the background and
school days are at risk to become a constant struggle for
power between teachers and students.
• At worst, the students may win the struggle by total
refusal to learn and constant absence from school.
Ø Highly dissatisfying and stressful for both, students and
teachers!

9
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 3&4

Facilitator Instructions

Self - reflection
Instruction to the facilitators:

The self-reflection session should start with 15-20 minutes in which the participants think
individually about the guiding questions. The participants should be encouraged to take notes.
In the second step (may take up to 2 hours, take a break if needed), participants should be
invited to share their thoughts with others. Before inviting the participants to share their
experiences and thoughts, participants should be reminded and agree that everything that is
shared and discussed in the workshop should not be shared with anybody outside the
workshop. Participants should be encouraged but not forced to share their experiences.

After all participants who wished to share their experiences, the trainers may discuss or
highlight the following points (30 minutes):

• Reflecting on own experiences of harsh punishment reminds us how painful and often
unfair students may perceive harsh punishment.
• Reflecting on own experiences of harsh punishment reminds us that fear and feelings
of being treated unfair may change into anger and feelings of revenge.
• Reflecting on own experiences of harsh punishment reminds us that we educate our
students very much as our parents and teachers have educated us.
• Reflecting on own experiences of harsh punishment reminds us that it easily happens
that harsh discipline is applied in highly emotional situations. In these situations we
tend to punish more and more severely. However, we are too proud to admit this.
• Reflecting on own experiences of harsh punishment reminds us that some of us
achieved quite something in life but this was possible despite harsh punishment (not
because of harsh punishment). As teachers we are important role models. Some
students – not all – will suffer from negative consequences, do we really want to run
the risk that some of our students develop psychological problems, perform poorly at
school and do not reach their full potential because of our behavior?

Aims:

The goal of this double session is to raise awareness of students’ fear and feelings of revenge
when treated unfair or punished harshly. Furthermore, this sessions aims to highlight that
teachers often unconsciously use the same discipline strategies as their own parents and
teachers – particularly in highly emotional situation. This session shall lay the foundation that
the participants start to reconsider their usual way of reacting to students’ misbehavior.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Facilitator Instructions

Instructions to the participants:

Dear participant,

Take now 15 minutes and think about the guiding questions. It will be helpful if you could
find a quiet place and think about the questions on your own.

Guiding Questions:

1. Go back to your childhood, think of your mistakes and the punishment you were given by
your parents and at school by your teachers.
a. Mention types of your mistakes and the punishment you were given.
b. How did you feel after being punished?
c. Are there types of punishment of your parents and teachers that you have
experienced and that you are now using to discipline children? Do you consider
them as effective and helpful?

2. Which punishment do you remember most in your life? What did you do and what was
the punishment?
a. At school
b. At home

3. How do you feel when you beat a child to discipline him/ her?

4. How do you feel when you know/ see another person is beating your child?

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Common beliefs about corporal punishment

Instructions for the facilitator

Aim:
The aim of this session is to help the participants to start questioning their attitudes and beliefs
concerning corporal punishment. The session starts with a brief introduction and the
formation of small groups. Followed by a small group discussion in which each small group
discusses one common myth of corporal punishment. Guiding questions for each small group
are provided. The major points of discussion should be presented by each small group
followed by a short discussion guided by the facilitators.

Time frame:
Introduction and formation of small groups: 10 minutes
Small group discussions: 30 minutes
Presentation and discussion in the plenary: 45 minutes

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Beliefs about corporal punishment – Small Groups

Group 1
There are several beliefs which people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Corporal punishment teaches respect.”

Questions:

§ What is respect?
§ Whom do you respect and why?
§ Is corporal punishment related to respect? In which way?
§ What components could be important to be respected by the children?

à Is it true that corporal punishment teaches respect?

Notes for the facilitator:

Definition of respect: a feeling or understanding that someone or something is important,

serious, etc., and should be treated in an appropriate way; a feeling of admiring someone or
something that is good, valuable, important, etc.

Aim:
Respect has nothing to do with corporal punishment. Punishment teaches the child to fear the
teacher, not to respect him. Encouragement, winning cooperation and guidance are important
to gain respect.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Group 2
There are several beliefs which people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards.

“Some children only understand corporal punishment.”

If children are accustomed to corporal punishment they won’t understand other educating
methods. Especially for difficult children corporal punishment is the only effective method.

Questions:

• What is meant by understanding the punishment? How do you know a child

understood the punishment?
• Do some children not understand other educating methods than corporal punishment?
• Do children learn the desired behavior from corporal punishment?
• Is corporal punishment related to the children’s understanding of misbehaving/ a
change in the children’s behavior?
• What benefits could it have to implement alternative methods to discipline?

à Is it true that some children only understand corporal punishment?

Notes for the facilitator:

Aim:

Some children are accustomed to corporal punishment and might be surprised if a teacher acts
differently, but there is no reason why other discipline approaches shouldn’t work or even be
better long-term. When using corporal punishment the child only learns that it misbehaved
and might have feelings of resentment. With alternative methods of disciplining the child
learns to stop misbehavior but he/she also learns action alternatives. For children who mainly
know corporal punishment as method of discipline it is even more necessary to experience
positive methods of discipline. With children who are already caught in a power struggle or
show revengeful behavior, more pressure and power won’t help, but intensify the problem.

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Group 3
There are several beliefs which people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Corporal punishment builds the character.”

Corporal punishment is necessary for the moral development and the development of the
conscience. It teaches the children to be responsible for their behavior.

Questions:
• What is moral development/ development of the conscience?
• What is necessary for a moral development?
• Is corporal punishment related to character building?
• Do children who grew up without corporal punishment have lower moral beliefs?
• What aspects could help the child in developing a good moral concept?

à Is it true that corporal punishment builds the character?

Notes for the facilitator:

Moral development: Understanding of what is right and what is wrong. Learning how to
treat others, with respect to the well-being and the rights of the others. Beliefs, attitudes and
behavior show the moral understanding of a person.

Aim:

Corporal punishment doesn’t help to build the character. On the contrary, corporal
punishment leads to lower internalized moral beliefs, to a lower understanding of what is right
and what is wrong and to more aggression. It is harmful for the character of the child, not
helpful. The child learns that to behave a certain way, because the stronger adult wants it, not
because the child understood that it is the base of living together. The child did not internalize
the moral beliefs. If no one watches, there is no need to fulfill moral expectations. It is
important that the attachment figures exemplify moral concepts. Praise and warmth are related
to moral development, as well as sincerity, respect, dignity, kindness and firmness.

4
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Group 4

There are several beliefs which people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Children get uncontrollable without corporal punishment.”

Questions:
• Does corporal punishment help to control the children?
• How do corporal punishment and control over the children relate?
• What alternatives to corporal punishment exist to handle difficult children?
• Are the alternatives as good in controlling the children as corporal punishment?
• What would happen if there wouldn’t be any corporal punishment?

àIs it true that children get uncontrollable without corporal punishment?

Notes for the facilitator:

Aim:

Corporal punishment is used to control the children, but other methods do that even better.
Pressure can make children learn, but it takes much more effort and holds much risk for
destructive reactions than winning the child’s interest and participation. In orphanages/
schools where corporal punishment was abandoned the behavioral problems didn’t increase at
all. The alternative methods of disciplining are effective to control children.

5
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Group 5

There are several beliefs which people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards.

“Corporal punishment is time efficient.”

Questions:
• How long do you need to spank a child? How long do other methods of punishment
take compared to corporal punishment?
• How often do you need to punish a child?
• How effective is corporal punishment compared to alternative methods of punishing?
• Is corporal punishment time efficient on the long term?

àIs it true that corporal punishment is time efficient?

Notes for the facilitator:

Aim:

On the short term corporal punishment seems to be time efficient. At the beginning the use of
the new methods might take a little bit longer than it would take you to spank the child. When
you used the new methods of disciplining a few times it won’t take you longer than corporal
punishment. And there is a very important difference in the amount of time you spend in
corporal punishment or in alternative methods of disciplining in the long run. When you use
corporal punishment the child doesn’t learn a new behavior from it. The child might therefore
show the same behavior again and again. You do not address the underlying aims and the
behavior patterns stay the same. When using the other disciplining strategies, the child knows
he/she misbehaved but it also learns action alternatives. Studies showed that on the long term
corporal punishment took more time than other methods of disciplining.

6
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Facilitator Instructions

Effective discipline strategies

Information for the facilitator:

1) Discussion: We start our unit concerning effective discipline strategies with a discussion in
the plenary. In this discussion the facilitator should have an open and interested attitude
towards the participants. The facilitator should be cautious not to bring in his own opinion in
this discussion.

2) Input: In the second phase the facilitator gives a theoretical input about behavior
modification. The basic ideas of behavior modification by means of incentives and
consequences will be introduced, and examples for strategies to modify behavior will be
given and explained.

Time frame:

1) Discussion: approximately 15 minutes

2) Input: approximately 60 minutes plus 15 minutes for questions and discussions

Aim:

1) Discussion: Get into the topic “discipline strategies” and learn about the knowledge of the
participants. In subsequent sessions you can refer back to the knowledge discussed in this
plenary.

2) Input: The aim of the theoretical input is to provide the participants with the theoretical
background of behavior modifications. These theoretical considerations should be explained
with examples that fit to the participants working environment. Nevertheless, this input gives
only an overview and the following session will deepen the participants’ theoretical and
practical knowledge on specific strategies.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Facilitator Instructions

Discussion
Discussion guide:

Opening of the discussion:

We would like to discuss effective discipline strategies with you. You already have a lot of
experience in teaching and classroom-related work with students. We would like to discuss
based on your experiences, which strategies work well for you.

Guiding questions:
• Based on your experience what are good strategies to get students to follow your
instructions?
• Based on your experience what works best to stop students from fighting?
• Based on your experience how do you motivate a student to do his/her schoolwork?
• Based on your experience how do you calm down an angry student that shouts at or
beats other students?

Points to consider
The facilitator needs to keep in mind the following facts in this discussion and should
contribute a few questions related to these facts to give the participants the chance to slowly
begin reconsidering their behavior:
• Corporal punishment is very time consuming
o Example questions: How much time do you need to discipline all students
every day? Does the time that you need for disciplining affect your teaching?
• If a (large) class is against you, teaching becomes more difficult
o Example questions: If your students fear you or hate you, do you think that this
affects your relationship to your students or your quality of teaching?
• If students are involved and take over responsibilities, teachers can usually reduce
time needed for disciplinary measures and focus more on teaching
o Example questions: If you feel accepted and responsible for something, are
you more eager to participate and to perform well? Would this not be the same
for your student?
• Structural factors such as class size are often used as excuses not to reconsider own
behavior
o Example questions: Would you change the way how you discipline your
students if you would have only 30 students in class? How? Why?

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Facilitator Instructions

Input

1) Instruction
In the second part of this session, the facilitator gives theoretical input about behavior
modification. The input starts with questions that are not answered by the participants, but by
the content of the input session.
The theoretical base for behavior modification is learning theory. Desired behavior is
reinforced by adding a positive incentive or by removing a negative incentive. Misbehavior
can be modified by adding a negative incentive or by removing a positive incentive.
Examples for positive and negative reinforcement and positive and negative punishment will
be given and explained. Positive incentives are often small gestures: e.g. words of praise or
attention. In the normal environment of a school, there are a number of incentives that can be
used as positive or negative reinforcement.
Generally, good behavior should be reinforced. If desired behavior is reinforced, children will
show less misbehavior. It is crucial to keep in mind that children generally want to belong to a
group, they want to feel accepted, encouraged and contribute to the group. Consequently,
encouragement and attention are the most powerful tools to work well together with children.
Pressure can make children learn, but it takes much more effort and holds much risk for
destructive reactions than winning the child’s interest and participation.

2) Points to consider
Maintaining good behavior:
Often we tend to forget to reinforce good behavior. We tend to take it for granted.
• However, if we want children to maintain good behavior, we cannot reinforce good
behavior often enough.
• However, it is necessary that we mean what we say, when we praise a child, for
example.
We very much influence children‘s behavior through our own behavior. Children copy our
behaviors, e.g. if we use threat or force to get children to do what we want them to, we
shouldn‘t be surprised if children learn and use these strategies, too.
The teacher is the main actor in creating an atmosphere where students want to
participate and contribute:
– Attention is focused on good participation and contribution to the lesson.
– Teamwork and helping each other is reinforced by the teacher.
– The teacher encourages the students to actively take part in the lesson.
– As little attention as possible is given to misbehavior.

Changing misbehavior:
First, it is important to step away from feeling provoked by the child and quick reactions, but
to evaluate the child’s behavior for the underlying goals:
– In this evaluation the teacher should concentrate on the purpose of the child’s
behavior, less on the underlying reasons in past experiences.

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Facilitator Instructions

– The teacher can respond to the child’s behavior by reinforcing the feeling of
belonging and contribution to the group.
– Time and patience are needed to change the child’s attitude.
Ø The focus should always lie on reinforcement and encouragement.
Ø Whenever possible, attention removal and natural or logical consequences
should be used to modify behavior!
Ø We tend to talk too much. Silent actions are more powerful than
threatening, shouting or scolding.

• Examples of a natural consequence: If I loose my key, I cannot open the door at home.
If the child destroys his/her exercise book, he/she cannot take notes anymore and may
miss important information.
• Example of a logical consequence: If a child rides a bike in a busy street in a very
risky way, we could wait until he has an accident (natural consequence). As this
consequence is very dangerous and the child might get seriously hurt, one logical
consequence would be to confiscate the bike for the rest of the day.
If the students are too noisy in class, the teacher stops talking until the students are
concentrated again.

Attention to misbehavior will reinforce misbehavior: We should try to avoid putting all
our attention to misbehavior because children will learn: if they want to been seen or heard by
the teachers, they need to misbehave. In this way, we reinforce misbehavior and achieve the
opposite of what we aim to achieve.
Be aware that threatening the child with a certain consequence but not implementing the
consequence may also reinforce misbehavior: a negative incentive (expectation of a
consequence) is removed which reinforces the misbehavior unintentionally.

4
 Effective discipline strategies

• How can I train students without corporal

punishment?
• What are effective strategies?
Ø Today, we want to present different answers to these
questions.
Ø There is a great variety of strategies to discuss and
try.

1
 Behavior modification with incentives
The theoretical base for behavior modification is learning theory:
• Desired behavior is reinforced by adding positive incentives or by
removing negative tasks.
Ø Positive incentives are often small gestures: e.g. words of praise or
attention.
• Misbehavior can be modified by adding negative consequences or by
removing positive incentives.
Ø Generally, focus on reinforcing good behavior. If desired behavior is
reinforced and children feel accepted, they will show less misbehavior.
Ø In the normal environment of the classroom, there are a number of
incentives that can be used as positive or negative reinforcement.

2
 Child‘s
behavior

Reinforce good Modify

behavior misbehavior

I II I II
Adding a positive Removing a negative Adding a negative Removing a positive
incentive incentive incentive incentive
• Positive words • Reducing tasks • Additional tasks • Loosing a privilege
• Eye contact (e.g. cleaning – Exercises in – Participating
• Attention blackboard) maths, in group
• Demonstrations of • No homework writing… activities
affection (hugs,
back-patting) – Cleaning the – Break time
• Privileges blackboard • Active ignoring of
• Points or tokens misbehavior (no
• Materials attention)
• Activities
3
 Reinforce „good behavior“
Often we tend to forget to reinforce good behavior. We tend to
take it for granted.
• However, if we want students to maintain good behavior, we
cannot reinforce good behavior often enough.
• It is crucial that we mean what we say, when we praise a
student.
• Students want to feel accepted and to contribute in a
meaningful way.

Ø We very much influence students‘ behavior through our own

behavior. Students copy our behavior, e.g. if we use threat or
force to get students to do what we want them to, we
shouldn‘t be surprised if students learn and use these
strategies, too.
4
 Reinforce „good behavior“
• The teacher is the main actor in creating an
atmosphere where students want to participate and
contribute:
– Attention is focused on good participation and
contribution to the lesson.
– Teamwork and helping each other is reinforced by the
teacher.
– The teacher encourages the students to actively contribute
to the lesson.
– As little attention as possible is given to misbehavior.

5
 Reinforcing „good behavior“

① Positive reinforcing
– Acknowledge „good behavior“ as quickly and as often as possible.
– Give the students specific feedback about specific behavior: “I liked
the way how you have helped other students in class.“

② Demonstrating „good behavior“

– Teachers are role models
– Actions are more powerful than words
– Do what you say, say what you mean and mean what you say!
– Keep your actions as consistent and positive as possible
– Show that you are able to learn from mistakes
– Be kind and firm

6
 Changing „misbehavior“
• It is important to step away from feeling provoked by the
child and from quick reactions.
• Evaluate the child’s behavior for the underlying goals.
• In this evaluation the teacher should concentrate on the
purpose of the child’s behavior, less on the underlying
reasons in past experiences.
• The teacher can respond to the child’s behavior by
reinforcing the feeling of belonging and contribution to
the group.
• Time and patience are needed to change the child’s
attitude.

7
 Changing „misbehavior“
① Active ignoring
– Briefly removing all attention, when student shows misbehavior.
– Provide the student with action alternatives and acknowledge every step of behavioral
change.
② Natural consequences
– As a result of the student‘s own action, certain consequences or reactions naturally
happen. The natural sequence of events without the teacher’s interference.
③ Logical consequences
– In certain situations natural consequences may be too dangerous or not applicable.
– Instead, the consequences of the student’s misbehavior are structured by the teacher,
but experienced by the student as logical in nature.
– Logical consequences are logically related to the misbehavior.

④ Additional tasks/privilege removal

– A penalty should be used only with caution and consideration.
– The penalty should be calmly discussed, should not be influenced by current emotions.
– Rules and expectations should be clear and laid out in advance and not presented as a
surprise, a threat or a punishment.
– Can be discussed in the group discussion of the class and according to the class rules.

8
 Changing „misbehavior“
• Prepare well with class rules and discuss misbehavior with the
students beforehand.
• Be firm, but fair.
• Be consistent.
• If you are angry, take a moment to calm down. Your anger is not a
good guide.
• Distinguish between the action and the child. You are accepting the
child, but not the action.
• Children in rage cannot listen. Wait until it is over.
• Don’t get into a power struggle. Refuse to enter the fight. Admit
that you cannot force the child, try to find an agreement together,
guide their power in useful actions.
Ø Silent actions are more powerful than threatening, shouting or
scolding.

9
 Changing „misbehavior“
Ø The focus should always lie on reinforcement and
encouragement.
Ø Instead of forcing students, we can encourage and
guide them.
Ø Whenever possible, attention and natural or logical
consequences should be used to modify behavior!

10
 Changing „misbehavior“
• If the child seeks attention: ignore attention-seeking
behavior and give attention at other times, encourage
useful contributions to the class and lessons.
• If the child seeks power: do not use logical consequences
or penalties, avoid power struggles, ask for the child’s
aid, make agreements.
• If the child seeks revenge: use natural consequences,
persuade the child that they are liked, involve the class in
encouragement.
• If the child displays inadequacy: encourage and do not
give up, acknowledge every attempt.

11
 Dos & Don‘ts
Dos:
• The consequences of misbehavior should be defined
before the misbehavior occurs.
• The consequence should be related to the misbehavior.
• The same misbehavior should have the same
consequence (consistent).
• The negative consequence should follow immediately
(contingent).
Don’ts:
• If a students misbehaves, we tend to get angry or
disappointed. The stronger our emotions are, the more
we punish the student.
• We tend to talk too much. The message gets lost in the
preaching, criticizing, scolding and explaining.
12
 The role of attention

Attention to misbehavior will reinforce misbehavior:

• Try to avoid to put your attention to misbehavior.
• Students will learn, if they want to be seen or heard by
the teacher, they need to misbehave.
• We reinforce misbehavior.
• We achieve the opposite of what we aim to achieve.
Ø Focus on reinforcement and encouragement!

13
 Consequences of behavior
Should be…
• age-appropriate
• not determined by teacher‘s current emotions
• related to the misbehavior
• consistent (same consequences for same behavior)
• contingent (closely after behavior)

The importance of attention

• Students are always looking for teacher‘s attention.
• Negative attention is better than no attention.

è Attention reinforces the students‘ behavior

+ Use attention to reinforce good behavior
- Try not to pay too much attention on misbehavior
14
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 3

Role play & Discussion

Instructions & expectations

Facilitator instructions:

Aim:

Sensitize for the importance of setting expectations in a realistic and supportive way for the
success of an interaction.

Time frame:

3 Role-plays: 15 minutes
Discussion: 15 minutes
Reading handout: 15 minutes
Discussion of handout: 15 minutes
Finding examples: 15 minutes

Task:
Role play of two people (two assistants or facilitators) in front of the plenary. They play all 3
scenes.
The participants should discuss: Which way worked best? Why?
The facilitator guides the discussion. The discussion should take 15 minutes.

After the discussion all participants should read the Instructions & expectations handout.
Discuss the handout and find examples for good and bad instructions from everyday work.

Role play in front of the plenary:

Situation: Teacher wants the student to sit on his/her chair.

Scene 1: Teacher shouts the instruction facing the blackboard with a harsh voice.
Scene 2: Teacher begs student to sit down and starts a discussion with the student.
Scene 3: Teacher puts the attention to the student, looks at the student and gives a calm
and friendly instruction: “I want you to sit down, now.” Teacher stays focused on the
student until he sits down. Teacher says: “ Thank you” and continues with the lesson.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Facilitator Instructions

Reinforcement
Aim:

Make the participants aware of the power of reinforcement, especially of reinforcement that
does not cost anything (opposed to other reinforcements like small presents, etc.). The power
of encouragement, attention, participation and responsibility is often overseen, but especially
with students these are crucial points. If a teacher neglects them, it might be the reason why
he/she has problems with certain students (e.g. some are always praised, others are always
yelled at or beaten, and the latter never improve and are aggressive towards the teacher).

Time frame:

Input 40 minutes
Small groups practice 25 minutes
Presentation and discussion of small groups 25 minutes

Input:

Use the prepared input and write it on a blackboard or flipchart while presenting and
explaining it.

Additions to the content of the slides that the facilitator can use in the presentation:

Reinforcement: A good relationship between teacher and students is based on sincerity,

respect, dignity, kindness, humor and firmness. The child will be motivated to learn if he can
participate actively with responsibility and if the teacher can elicit interest for the subject in
the students. Pressure can make children learn, but it takes much more effort and holds much
risk for destructive reactions than winning the child’s interest and participation.
à “democratic classroom, based on mutual respect” (Dreikurs, 1968, p.8)

Encouragement: “A misbehaving or deficient child is mainly a discouraged child” (Dreikurs,

1968, p. 39).

Children show misbehavior because they are discouraged through humiliation, criticism,
punishment or overprotection. The child looses the confidence in his own abilities. Criticism,
correction and pointing out mistakes may be done with good intentions to help the child, but it
leads to even more discouragement. The child experiences that it is faulty and deficient.

The child needs the feeling that the teacher sees the child as a valuable person independently
of his performance. With this encouragement the child can show its full potential.

Most time teachers do not work one-to-one with a student, but with the whole class. Thus, the
classroom atmosphere is essential to motivate or hinder learning. Teachers need to work with
the class not against it. Good communication, common objectives and common values are
parts of a good class atmosphere. The teacher can create a team spirit and share the

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Facilitator Instructions

responsibility for learning with the children. It is crucial to unite the class for a common goal
or interest. A cooperative atmosphere is more helpful than competitive one. It fosters values
that children need to learn and unfold themselves, like communication of ideas, coordination
of effort, friendliness and the motivation to contribute.

How to give specific and positive feedback:

• Avoid comments on the person, focus on the action.
• Use a warm and optimistic voice.
• Give feedback on specific behavior: e.g.,
– I appreciate/like that you did...
– It is good to see...
– I enjoyed that you...
– It was a great help that you...
– I noticed that you improved in...
– I am sure you can do ... . If you need help, you can come to me.

Attention: Automatically, we tend to focus on bad behavior, because this is where we want
change. Students who behave well often do not get so much attention as loud and disruptive
students. Acknowledge good behavior more than you comment on bad behavior of the same
child.

Responsibility: Group discussions are an important part of the democratic classroom. In

group discussions all children take part, express their opinions, learn to listen to each other,
and share the responsibility to find solutions with the teacher. Children have great abilities,
intelligence and capacity for responsibility.

Group discussions following R. Dreikurs:

• A weekly class discussion of around 30 minutes.
• First the teacher is the chairperson, later also students take turns.
• Discuss: good things, possible improvements, personal issues, tasks & responsibilities,
activities & plans, class rules & consequences of violations
• Concentrate on constructive comments and problem solving.
• Keep a respectful & accepting atmosphere.
• Seek consensus in discussions.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Facilitator Instructions

Small group instructions for the facilitator

Aim:

Small group discussion with the aim of finding examples from their work for using
reinforcement like encouragement, attention, responsibility and participation in school.
Transfer the abstract concepts of reinforcement into daily work examples. Participants should
later be able to apply these concepts in their daily work routine. They should think about
things that may be crucial for success, like being consistent, catch a student doing something
good, see mistakes as chances not as failures, give specific positive feedback, focus on
improvement etc.

Introduction to the topic:

Students are more motivated to help and to fulfill their daily tasks if they are encouraged, feel
responsible and can actively participate or take over parts in a lesson. However, sometimes it
is difficult to realize this in every-day work. Please find precise examples how you can use
encouragement, attention, responsibility, and participation with your students. What could be
crucial to make these strategies successful?

After the discussion in the small groups, the groups present one of their examples. Collect
results at the blackboard, add points if necessary.

Task:

Form 5 small groups.

3
 Reinforcement
• Reinforce good behavior
• Enhance motivation and commitment
• Support cooperation

• Reinforce through
– Encouragement
– Attention
– Responsibility
– Participation

1
 Reinforcement
• The child will be motivated to learn if he can
participate actively with responsibility and if the
teacher can elicit interest for the subject in the
students.
• Pressure can make children learn, but it takes
much more effort and holds much risk for
misbehavior than guiding, motivating, and
encouraging.

2
 Encouragement
“A misbehaving or deficient child is mainly a
discouraged child” (Dreikurs, 1968, p. 39)
• The child looses the confidence in his/her own
abilities.
• Criticism, correction, and pointing out mistakes
may be done with good intentions, but lead to
even more discouragement.
• The child needs the feeling that the teacher sees
him/her as a valuable person independently of
the performance and has faith in his/her abilities.
3
 Encouragement
• Concentrate on the positive and the strengths of the
students.
• Mistakes are chances, not failures.
• Avoid criticism.
• Focus on improvement instead of performance.
• Have faith in the students‘ abilities.
• Be optimistic.
• Acknowledge improvement.
• Catch the students doing something good; give positive
feedback.
Ø „He [the student] becomes what he is encouraged to
become“ (Dreikurs, Cassel, Ferguson, 2004, p. 36)

4
 How to give positive and specific
feedback
• Avoid comments on the person, focus on the
action.
• Use a warm and optimistic voice.
• Give feedback on specific behavior: e.g.,
– I appreciate/like that you did...
– It is good to see...
– I enjoyed that you...
– It was a great help that you...
– I noticed that you improved in...
– I am sure you can do ... . If you need help, you can
come to me.

5
 Encouragement
The classroom atmosphere is essential to motivate or hinder
learning.
• Teachers need to work with the class not against it.
• Good communication, common objectives and common
values are parts of a good class atmosphere.
• Create a team spirit and share the responsibility for
learning with the children.
• Unite the class for a common goal or interest.
• A cooperative atmosphere is more helpful than competitive
one: It fosters values that children need to learn and unfold
themselves, like communication of ideas, coordination of
effort, friendliness and the motivation to contribute.

6
 Attention
• Power of attention is often overseen
• Attention always reinforces behavior
• Negative attention is better than no attention

+ Use attention to reinforce good behavior.

- Try not to pay too much attention to misbehavior.
+ Acknowledge good behavior more than you
comment on bad behavior (of one student!)

7
 Responsibility
• We care more about the outcome of a task if
we feel responsible.
ØStudents can take responsibility for tasks in
the classroom.
ØIf they feel responsible for the outcome of a
lesson, they will participate and learn.
ØBeing responsible is learned through taking
responsibility.

8
 Participation
• We care more about tasks if we feel that our
actions matter.
Ø Students can prepare certain parts of the lessons
that are of interest for them.
Ø If they can participate actively and take over
responsibility, they are more motivated.
Ø In group discussions all children take part,
express their opinions, learn to listen to each
other, and share the responsibility to find
solutions with the teacher.
9
 Group discussions (following Dreikurs)
• A weekly class discussion of around 30 minutes.
• First teacher is the chairperson, later also
students take turns.
• Discuss: good things, possible improvements,
personal issues, tasks & responsibilities, activities
& plans, class rules & consequences of violations
• Concentrate on constructive comments and
problem solving.
• Keep a respectful & accepting atmosphere.
• Seek consensus in discussions.

10
 Examples for discussion rules
(following Dreikurs, Cassel, & Fergson, 2004)

• Raise your hand.

• One person speaks at a time. Others listen.
• Act responsible.
• Show mutual respect.
• Be positive.
• State your opinion clearly.
• Think together.
• Solve problems with cooperation.

11
 Same same
• Be careful to give each student several
chances to participate and take over
responsibilities.
• Be careful also to praise the disruptive
students when they do something well or
improve a little bit.

12
 Work together!
• It is easier for the teacher to work with
motivated students who feel responsible.
• Motivated students are easier to guide.
• Especially in big classes it is difficult to teach if
the students are against the teacher and
sabotage the lessons.
ØMotivating students is especially important in
big classes!

13

Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 1

Facilitator Instructions

Logical consequences
Instructions for the facilitator
Aim:
Introduce the participants to the concept of logical consequences. It is a very powerful tool, as
the students learn so much. However, at the beginning it requires more thinking to find the
logical consequences and to communicate it in a good way. It may happen, that the first uses
of logical consequences are not working perfectly. Do not be frustrated. With practice it gets
easier and the students learn how the teacher will react and behave more responsively.
Logical consequences are the most powerful learning tool, because you do not impose an
artificial punishment, but you mimic real life where every action leads to a consequence.
There is a significant difference between punishment and (natural and logical) consequence:
In contrast to punishment are not created by an authority, but result from the situation itself.
The teacher is then an accompanying assistant not the actor.

It is important to work with specific examples to learn to find the logical consequence.
Otherwise the participants will give up quickly, because the normal punishment is more
convenient (even though the students do not learn much from it).

Time frame:

The input should take not more than 30 minutes. During the input you should spend a lot of
time with examples so that the participants really understand what a logical consequence is
and how you communicate it. The small groups practice should take 30 minutes. In the
remaining 30 minutes results of the small groups are presented and discussed (see small group
instruction).

Input:
Use the prepared input and write it on a blackboard or flipchart while presenting and
explaining it.

1

Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 1

Facilitator Instructions

Logical consequences
Small group instructions for the facilitator:
Aim:

Small group discussion with the aim of finding examples for logical consequences from the
work at school. Transfer the abstract concept of logical consequences into daily work
examples. Participants should later be able to apply this concept in their classroom.
Participants should think about things that may be crucial for success, like being calm and
communicating the consequence as a consequence and not as a punishment, following
through with it and when it is over, not acting angry anymore.

Time frame:

30 minutes for small group work and 30 minutes for presenting and discussing the results of
the small groups in the plenary.

Introduction of the topic:

Students feel more responsible for their actions if misbehavior is followed by a logical
consequence. However, sometimes it is difficult to realize this in the every-day work. Please
find precise examples for misbehavior of your students and describe what the logical
consequence would look like. What could be crucial to make it successful?
After the discussion in the small groups, the groups present their work. Collect results at the
blackboard, add points if necessary.
When participants have difficulties to find examples for logical consequences, facilitators are
invited to help them with examples. Here is a list of examples that may be of help for the
facilitators:
• If a student destroys a pencil, the student cannot write with this pencil anymore. He is
responsible for organizing another pencil, e.g. he can ask other students in order to
borrow a pencil.
• If students play ball and they destroy something e.g. a window with the ball, they can’t
continue playing ball until they have helped to repair what they have destroyed.
(Please note: The boys do not need to repair the window on their own. Assistance
should be given depending on age, abilities and resources. They can assist the person
who repairs the window, together with a teacher or counselor they can think of
measures how to prevent a broken window again, like where else to play… )
• When the students are noisy during a lesson, the teacher stops talking until they are
quiet again. He/she could say: “During a lesson, we listen to each other. I will
continue talking when you are quiet.”
• When someone comes late to a meeting or the lesson, the teacher should start the
meeting/lesson and it is the responsibility of the student to catch up and ask the others
for the missed instructions.

2

Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 1

Facilitator Instructions

• When a student constantly tilts his chair and (nearly) falls over, the teacher can
quietly remove his/her chair for the rest of the lesson. It is important to act without
many words and without any criticism.
• If a student often does not listen to the instructions and does not know what to do, it is
his/her responsibility to catch up. The teacher will remind him/her to listen, but will
not repeat the instructions. The student can ask other students for help or needs to
finish the work after school.
• Please note: The responsibility for the behaviour and the consequences stays with the
student. That does not mean that the teacher does not care about the student. The
teacher needs to monitor if the student is capable of dealing with the consequences on
his own. The teacher should have faith in the student to deal with the demands of the
situation. Assistance should be given depending on age, abilities and resources.
Assistance should be given just enough that the student can do the next step on his
own again. For example, if a student was late and did miss the instructions, he can ask
another student for help. However, if a student was absent many days and did miss a
lot and he asks the teacher for help how to catch up, the teacher could take a moment
after the lesson and discuss together with the student how he can catch up. The
teacher can then involve others of the class to sit together with the student to help him
catch up. The teacher is approachable when help is needed.
• Communication is important. Please communicate logical consequences just as
consequences not as punishments. Leave your anger aside. Do not threaten with
logical consequences. Encourage the student that you are confident that he will
manage. If he asks for help, discuss with the student how he can manage the task. Give
minimal assistance where necessary.

Task:
Form 5 small groups.

3
 Logical consequences
• Most actions are naturally followed by a
consequence.
• In some cases a natural consequence might be
dangerous.
• Logical consequences follow an action but are not
dangerous.
• If the consequences are not dangerous, a child or
student can deal with these consequences even if
they are negative.
Ø Students learn more from natural and logical
consequences than from punishment.
1
 Logical consequences
• Structured by the teacher.
• If possible discussed beforehand.
• Experienced as logical by the child.
• Talk less, act more.
• Stay calm.
• No threat, no “I told you so”.
• The teacher is a friendly assistant, not the one
punishing.
Ø Students experience the consequences of their
behavior and learn to deal with them.
2
 Example 1
Some students are noisy and disturb the lesson.

Artificial consequence: Logical consequence:

The disruptive students are Teacher stops lesson, stays
punished (e.g. shouted at, send quiet until the students are
outside, hit). quiet again. He may extend the
lesson for some minutes to
finish the lecture.

3
 Example 1
The logical consequence to stop and to go on
when it is quiet again (as well as to extend the
lesson by the lost minutes)
• is a consequence directly connected to the
behavior.
• takes the noisy ones into responsibility
towards the other students.
• makes the other students wanting them to
stop.
4
 Example 2
Three boys played football at the school court
and destroyed a window.
Artificial consequence: Logical consequence:
The boys are punished (e.g. The football is taken away and
shouted at, send outside, hit). they are not allowed to play
football again until they help to
repair the window.

5
 Example 2
The logical consequence to withhold the football
and to prohibit playing until the boys helped to
repair the window
• is a consequence directly connected to the
behavior.
• takes the boys into responsibility.

6
 Logical consequences
• …are sometimes more difficult to think of at first.
• …are closely linked to the action.
• …make students feel more responsible and in
control of their actions.
• How they are communicated is important: not a
punishment or a threat, it is just a consequence.
• Follow through with it. When the situation is
over, move on.

7
 Important
There is a significant difference between
punishment and (natural and logical)
consequence:
• In contrast to punishment are not created by
an authority, but result from the situation
itself. The teacher is then an accompanying
assistant not the actor.

8
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 2

Facilitator Instructions

Structure, rituals and rules
Facilitator instructions:
Aim:
Refresh and broaden the knowledge of the participants on the usefulness of structure, rituals
and rules in the classroom. Make them aware how structure, rituals and rules can enhance the
atmosphere in the classroom and make interactions easier. Everybody knows what is expected
and what he is supposed to do. That also makes the work of the teacher easier and prevents
unnecessary power struggles. Especially, classroom rules are a powerful tool. However, it is
important that students can participate in the development of the rules. Otherwise they won’t
see them as their rules.

Especially for rules, it is important to practice how to phrase good rules and to select only the
most important ones. If you have three rules, each of them is very important. If you have 15
rules, each of them holds only very little importance.

Input:

Use the prepared input and write it on a blackboard or flipchart while presenting and
explaining it.

Involving participants in the input:

The input presentation stops several times and questions are posed to the participants. The
facilitator should allow 2-4 people to tell their experiences each time. Collect some examples
and connect them with the input. Then go on with the lesson.

Time frame:

Input: 30 minutes
Small group practice: 30 minutes
Presentation and discussion: 30 minutes

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 2

Facilitator Instructions

Rules in the classroom
Facilitator instructions for small group practice:
Aim:
Interacting and learning together is much easier if our interaction is based on common rules of
interaction. It is very helpful when students and teacher agree together on common classroom
rules. These rules are developed together and are valid for all in the classroom. For the
success it is crucial how rules are phrased. In this session participants practice finding and
phrasing rules as well as selecting the most important ones. The crucial part will most likely
be the clear phrasing and the selection of only three rules.

Task:
In a small group discussion participants define rules that are important for them in the
classroom.
Form 5 small groups. Distribute the Handout for good rules.

Introduction of the topic:

Interacting and learning together is much easier if our interaction is based on common rules of
interaction. It is very helpful when students and teacher agree together on common classroom
rules. Actually, rules should be developed together with the students. However, today please
discuss in the group of teachers, which rules are important for you. Select the 3 most
important rules for your small group. How can you phrase them using clear, short and positive
wording?
After discussion in the small group, all groups present their work in the plenary. Collect
results at the blackboard, add points if necessary.

Time frame:

Small group practice: 30 minutes

Presentation and discussion: 30 minutes

2
Structure, rituals and rules in the
classroom

1
 Structure
• Lessons are structured by the teacher.

• Students know what will happen.

• They feel calm and safe.
• Predictability helps to learn.

ØA good structure leaves room for situational

adaption!

2
 Structure
How do you structure you lessons?
Is the structure transparent to the students?

3
 Rituals and routines
• Routines help to safe time, because everybody
knows what to do.
• Rituals have a special meaning, can be daily or on
special occasions.

Ø Predictability is important
Ø Show (school) values
Ø Give a feeling of belonging, strengthen the group

4
 Rituals and routines
• Which rituals and routines do you have with
your students?

5
 Rules ...
• are the base of all interaction.
• are necessary for good interaction.
• should be kept to a minimum.
• should concentrate on the most important
topics, otherwise they will loose importance.

6
 Successful rules are
üShort
üClear
üConsistent
üEasy to understand
üAge-appropriate
üPositively phrased

7
 Rules
• Rules contain the most important values.
• Should have the aim to create a supportive
atmosphere in the class.
• Teacher and students should develop rules
together.
• The class should identify with their rules and
feel responsible for them.

8
 Rules
• Rules should be visible in the classroom.
• Consequences of violation of rules should be
discussed and agreed upon.
• Consequences should be clear for everybody.

9
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Facilitator Instructions

Reinforcement Systems - Positive reinforcement through rewards

Instructions for the facilitator:

Aim:

This session aims to introduce how participants can use different reinforcement systems for
maintaining good behavior and changing misbehavior.

Time frame:

Introduction reinforcement systems: 20 minutes

Development reinforcement system in small groups: 30 minutes
Presentation and discussion in plenary: 30 minutes
Summary: 5-10 minutes

Tasks:
In the first step, the idea of reinforcement systems should be introduced together with the
essential steps for creating and implementing a reinforcement system. The first part of the
session should take approximately 20 min. In the second step the participants shall develop a
reinforcement system in small groups (approximately 30 minutes). A small group should
contain of 4-5 participants. Each small group is requested to prepare a reinforcement system
that they could imagine to use in their classes. These reinforcement systems should be
presented and discussed in the plenary (30 minutes) and finally the essential ideas of this
session should be summarized and repeated (5-10 minutes).

Some examples of reinforcement systems in class:

• Chart including tasks in the classroom (e.g. clearing the blackboard)
• Chart including the daily homework
• Small exercise book in which the students can collect points for good behavior/
fulfilling a task

Important steps:
• Explain the chart to the students
• Students should participate actively
• Reinforce frequently
• Rewards should be meaningful
• Define the amount of points for positive behavior
• Define small rewards for points in between
• Use a chart as a measure of success
• Display the chart at a visible place

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Facilitator Instructions

Reward Chart

Task Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total

When I reach my goal of ___stars my reward will be: ________________________

When I reach my goal of ___stars my reward will be: ________________________
When I reach my goal of ___stars my reward will be: ________________________

è Make a chart that specifies

- … the behavior
- … the time
- …the situation
è Rate the behavior frequently (e.g., once per day)

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 4

Facilitator Instructions

Contracts
Instructions for the facilitator:

Aims:
This session aims to introduce how participants can use contracts for maintaining good
behavior and changing misbehavior.

Time frame:
Introducing contracts: 20 minutes
Writing example contract in small groups: 30 minutes
Presentation and discussion in plenary: 30 minutes
Summary of contracts: 5-10 minutes

Tasks:
In the first step, the idea of a contract as an agreement between a teacher and an individual
student or a small group of students should be introduced together with the essential steps for
writing such contracts. The first part of the session should take approximately 20 min. In the
second step the participants shall write an example contract in small groups (approximately 30
minutes). A small group should contain of 4-5 participants. Each small group prepares a
contract for a specific problem behavior of an individual child. These example contracts
should be presented and discussed in the plenary (30 minutes) and an example contract may
be helpful to repeat and summarize the essential ideas of this session in the end (5-10
minutes).

General information:
Contracts can be used for students of age 10 and older, an age when students want to
negotiate, feel empowered & independent; and show initiative and responsibility. Contracts
work best before a problem or conflict arises, but also may be useful if a particular student
shows an individual misbehavior or needs more structure and guidance to reach a goal.
Children and adolescents have definite and firm thoughts, opinions and feelings and are
capable of negotiations; therefore the contract should be negotiated and not imposed on the
child.

Steps to follow when preparing a contract for changing behavior:

1. The student and the teacher should both state their expectation and responsibilities.
2. Student and teacher should discuss and agree on goals/sub-goals and consequences.
3. Discuss and define consequences following the accomplishment or the failure to
accomplish the goal/sub-goals of the contract.
4. The contract should be written down and should include goals/sub-goals, duties and
consequences.
5. The contract should be kept visible for all parties.
6. A contract should be a motivation for good behavior.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 4

Facilitator Instructions

Small group work

Instructions:

Please prepare a contract between a student and a teacher in a role-play between teacher and
student. One participant acts like the teacher and the other one like a student. The other
participants will be observers who have the task to carefully observe the interaction between
teacher and student. The student has shown the following problem behavior:

Group 1: Coming repeatedly late to school.

Group 2: Repeatedly not listening in school.

Group 3: Repeatedly not following the instructions of the teacher.

Group 4: Repeatedly forgetting the homework.

Group 5: Being repeatedly absent.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 1

Facilitator Instructions

Time Out
Facilitator instructions:
Aim:

Refresh and maybe correct the knowledge of the participants about “time out”. Participants
need to realize that “time out” is not connected to any pain or embarrassment for the student.
“Time out” is not a punishment in a narrow sense, but a strategy to calm down a tense
situation. “Time out” simply means to put a break in a heated situation and a time out of the
attention from others. It is very important that “time out” does not imply kneeling on the floor,
other painful body positions or even being embarrassed. We do not want to hurt the student’s
body or soul!!! These painful and embarrassing discipline strategies are very harmful and
might raise feelings of revenge and anger or destroy the student’s self esteem. These harmful
consequences make the work of the teacher much more difficult in the long run.

Task:
Use the prepared input and write it on a blackboard or flipchart while presenting and
explaining it. The facilitator guides the discussion and presents the role-play. With the help of
the role-play participants should think about situations where “time out “ can be helpful.

Time frame:
Input: 30 minutes
Role-play: 15 minutes
Discussion: 30 minutes

Discussion:
After the input, the participants are invited to share their thoughts concerning the discussion
questions on the last slide of the input presentation. By means of the second and third
question the participants should think about the conditions that are crucial to make such an
intervention work.

1. How can you use „time out“ with students?

Present a role play:
Two boys start to fight during PE class and they are very angry with each other. The
teacher and other students separate them.
Option 1: The teacher shouts at the students, they start a discussion and the whole
class is not exercising anymore, but watching.
Option 2: The teacher tells them to sit on benches beside the sports ground for 5
minutes and to cool down. He communicates clear and firm with them. After the 5
minutes he tells them to re-join the PE lesson.

2. Why is it important that the length of „time out“ is defined and lasts only several
minutes not hours?
3. Why is it important to keep students still supervised when they are in „time out“?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 1

Facilitator Instructions

Information for the facilitator:

It is important that “time out” lasts only some minutes, as the aim is to put a break in the
situation and to cool down. The student should be able to participate again as soon as possible.
A separation of a longer time period would be a punishment in form of social exclusion,
which can harm the student’s self-confidence and may create feelings of revenge.
Furthermore, it is important that the teacher still feels responsible for the student in “time out”
or outside of the class. The teacher should still supervise the student and let him/her
participate in the lesson again after the defined time-length. “Time out” or sending students
outside should not mean that they are gone for the rest of the day. The teacher has the
responsibility to include the student again into the class and give him/her the chance to
participate again.

2
 Time out
• Lets refresh our knowledge about „time out“!
• The rationale behind „time out“:
– Time out means to have a break in a difficult
situation
• e.g., when the student is aggressive und disturbs the
lesson
– Time to cool down
– Time to think about one’s behavior

1
 Time out
• Preparation:
• Discuss with students
– What is „time out“?
– Why will I use „time out“?
– When will I use „time out“?
– Where is the „time out“ place?

2
 Time out
• Preparation:
• Find a suitable „time out“ place:
– Calm & safe
– Where you can see the student
– e.g. in the back of the class, on a bench on the
side, outside in front of the window...
– Student should be able to sit or stand there
– No kneeling, no hurting, no embarrassment!

3
 Preparation
• Think of a good length of time in „time out“
– Define it before and communicate to the student
– Not too long, better e.g. 3 or 5 minutes
– The length of time should not depend on your
anger

4
 During time out
• Make sure the student reaches the „time out“
place and stays there.
• Tell him/her how long he/she needs to stay there
• Go on with your lesson.
• After the defined period of time, let the student
sit on his/her seat again.
• If possible talk with the student shortly about the
misbehavior/difficult situation after „time out“ or
after the lesson. Explain why a moment to calm
down was helpful.

5
 Positive aspects of time out
• Easy to implement
• Time efficient
• Can prevent that the whole class gets
disturbed by one disruptive student
• Sometimes a moment to cool down is
sufficient and the student can participate
again.

6
 Similar interventions
• Send children out of class, because they are noisy
• Give them the choice either to be quiet or to leave the class.
• Define length of time clearly and keep it.
• Make sure that they stay in a safe place, e.g. in front of the
door (they can press the handle down).
• Can help to break the vicious cycle of chatting students and
angrily shouting teachers.
• Let children stand with face to the wall, kneel, use
embarrassing positions or signs.
Ø Not recommended! Harms soul and body deeply!!!

7
 Discuss
• How can you use „time out“ with students? à
Role play
• Why is it important that the length of „time
out“ is defined and lasts only several minutes
not hours?
• Why is it important to keep students still
supervised when they are in „time out“?

8
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 2

Facilitator Instructions

Implementation - Teachers

Instructions to the facilitator:

In this session the newly learned discipline and interaction strategies shall be repeated and
adapted to the particular context, in which the participants work.

Aims:
• Repeating the essentials of the newly learned discipline and interaction strategies.
• Deepening new knowledge and transferring it to the daily work situations of the
participants.
• Developing concrete ideas how knowledge from the workshop could be implemented
in everyday work of the teachers to foster sustainability.

Time frame:
• Small group work: 40 minutes
• Presentation in the plenary: 30 minutes (5 minutes per group)
• Discussion & final remarks: 20 minutes

Instructions for the participants:

This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work. We will divide the group into the following five small
groups:

Group 1: Encouragement, responsibility & participation

Group 2: Natural & logical consequences
Group 3: Rituals & rules in the classroom
Group 4: Reinforcement systems & contracts
Group 5: Time-out

Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strengths and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 2

Facilitator Instructions

Points to consider for the discussion
The facilitator need to keep in mind the following facts for the discussion and should
contribute a few questions related to these facts to remind the participants of them:
• Corporal punishment is very time consuming.
• If a large class is opposed to you, teaching becomes more difficult.
• If students are involved and take over responsibilities, teachers can usually reduce
time needed for disciplinary measures and focus more on teaching.
• If students feel part of the class, more as a team with the teacher, if they feel motivated
and interested, they are more motivated to participate. If they feel like their
contribution and participation is seen and acknowledged by the teacher and the group,
the students have less need to misbehave for attention.
• Structural factors such as class size are often used as excuses not to reconsider own
behavior.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

Externalizing Problems

Instructions for the facilitator:

Aim:

The aim of this session on externalizing problems is to raise awareness that students who
show oppositional or aggressive behavior are not “evil” by nature but that many of them
suffer from problems. The session should provide some ideas about the various reasons for
externalizing problems, strategies how to deal with students showing externalizing problems
and help teachers to understand that in many cases additional advice or help may be useful in
order to deal with students who show externalizing problems. The small groups should
deepen their understanding of externalizing problems and should relate the theoretical
knowledge to their daily work.

Information for the facilitator:

Externalizing disorders are characterized by maladaptive behaviors that are directed towards
an individual's environment, which cause impairment or interference in life functioning.
Children with externalizing disorders externalize (manifest outside) their maladaptive
emotions and cognitions in behavior. Externalizing disorders are often specifically referred to
as disruptive behavior disorders or conduct problems and include, for example, aggressive
behavior attention-deficit/hyperactivity disorder, oppositional defiant disorder, and conduct
disorder.

Children with externalizing problems, such as oppositional or aggressive behavior, seem to be

“problematic children”. This session should raise awareness to the fact that these children are
rather “children with problems”. The theoretical input should provide knowledge on typical
symptoms/behaviors of externalizing problems, potential reasons and strategies that may help
teachers to deal with students who show externalizing problems.

Time frame:

Input: 20 minutes plus 5 minutes for questions

Small groups: 30 minutes for discussion in small groups
Presentation: 25 minutes (max. 5 minutes per group)
Discussion and final remarks: 15 minutes

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

Small group information for facilitator:

Small group 1: Externalizing problems

Aim: Become aware that oppositional behavior could have a variety of reasons and could
hide several feelings. Link newly learned discipline strategies to the child’s misbehavior.
Children with externalizing problems profit from clear rules and predictable consequences.

Instructions for the participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows oppositional behavior (e.g. shows disrespect, avoids going
to school, does not do his homework, etc.) at home and at school since about 4 months.

Points of discussion:
• What could be a reason for the behavior of the boy?
• Which feelings can be hidden behind oppositional behavior (e.g. anger, frustration,
fear, being overwhelmed by a situation or expectation)?
• Which of the new strategies may you use for changing his behavior?

Examples:
• Did something special happen 4 months ago?
• Is it a stressful time for the family in general?
• Are there other things that changed in the last months (e.g. showing more sadness,
unhappiness, loss of energy and fun during leisure time)?
• Does the boy show the behavior also in other situations?

Reasons (e.g.):
• Severely discouraged
• Unreasonable or high expectations or excessive demands of the parents or school
• Difficult / intense temperament of the child
• Being overstrained, e.g. due to restricted coping and problem solving skills
• School problems
• Conflicts with peers
• Family stress (conflicts between parents, disorganization & conflicts within the
family, violence in the family)

Potential strategies to deal with his misbehavior (e.g.):

• Encourage positive behavior and try to catch him doing something good
• Remind the boy of his own responsibility, sit together with him to find a strategy
• Depending on the goal of misbehavior: attention removal from misbehavior, logical &
natural consequences

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

• Clear rules
• Reinforcement systems

Small group 2: Externalizing problems

Aim:
Sensitize that there are different things a teacher can do before seeking further help. Link
newly learned discipline strategies to boy’s misbehavior. Children with externalizing
problems profit from clear rules and predictable consequences.

Instructions for the participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows oppositional behavior (e.g. shows disrespect, avoids going
to school, does not do his homework, etc.) at home and at school since about 4 months.

Points of discussion:
• What can teachers do?
• Which questions can you ask yourself before seeking for help?

Examples:
• Is it a stressful time in general?
• Do the parents show respect towards each other and the children?
• What are the strategies normally used to solve conflicts?
• Which forms of discipline and punishment are normally used?

What teachers can do (e.g.):

• Show, that they have noticed a difference in the behavior of the child
• Show, that they sense the child is unhappy or struggling
• Explain the child, that you are concerned about the behavior (not the child in general!)
– keep in mind the components of communication!
• Teach your student to solve the conflicts on another way – remember: you are the role
model!
• Use encouragement, consequences, setting clear rules and reinforcement systems.

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

Small group 3: Externalizing problems
Aim:
Sensitize that aggressive behavior could have a variety of reasons and could hide several
feelings. Sensitize, that it is important to try to determine the specific cause before reacting.
Link newly learned discipline strategies to boy’s misbehavior. Children with externalizing
problems profit from clear rules and predictable consequences.

Instructions for the participants:

Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think about the children you are caring for and find examples for aggressive behavior?
• What could be reason for aggressive behavior of a student?
• Which feelings could be hidden behind aggressive behavior?
• What may a child try to express with aggressive behavior?

Examples:
• The child may not have learned how to manage frustration in a socially acceptable
way.
• Aggression particularly occurs during times of threat, anger, rage and frustration.
• The child might be severely discouraged and tries to get attention, power or revenge
through this behavior.
• Unreasonable or high expectations of the parents
• Difficult / intense temperament of the child
• School problems
• Conflicts with peers
• Family stress (conflicts between caregivers, disorganization & conflicts within the
family, violence in the family).

4
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

Small group 4: Externalizing problems
Aim:
Sensitize that there are different things a teacher can do in spite of punishing the child and/or
before seeking for further help. Link newly learned discipline strategies to boy’s misbehavior.
Children with externalizing problems profit from clear rules and predictable consequences.

Instructions for the participants:

Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think of a student that you know who is behaving aggressively.
• What can teachers do if students show aggressive behavior?
• Which of the newly learned strategies may be helpful?

Examples:
• Try to determine the specific cause of the behavior. Did something specific happen?
• Is there a goal of the aggressive behavior (attention, power or revenge?)
• Reflect your own strategies to solve conflicts and manage frustration (role model!)
• Teach your child how to solve the conflicts without aggression and physical force –
remember: you are the role model!
• Acknowledge improvement and good behavior
• Try to reduce stress
• Involve the class and discuss with them how to support the student and what could be
consequences of aggressive behavior

Potential strategies to deal with his misbehavior (e.g.):

• Encouragement
• Clear rules
• Consequences
• Reinforcement systems

5
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

Small group 5: Externalizing problems
Aim:
Sensitize that there are some alarm signals that require advice and support. Support can be
found inside and outside of the school.

Facilitator Instructions:
Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think of a student that you know who is behaving aggressively.
• When do you need to consult someone for advice?
• Whom would you consult? Why?

Examples:
• Persistent, long lasting disrespect
• If the behavior continues despite of your best efforts
• If disobedience goes along with aggressive behavior
• If there are general signs of unhappiness
• If the child uses alcohol or other drugs

Potential persons to consult:

• Parents
• School counselor
• Headmaster
• Social Welfare Offices
• Social workers at school or elsewhere
• ???

6
 Externalizing problems
• Externalizing disorders are characterized by maladaptive
behaviors that are directed towards an individual's
environment, which cause impairment or interference in
life functioning.
• Externalizing disorders include aggressive behavior,
attention-deficit/hyperactivity disorder, oppositional
defiant disorder, and conduct problems.
• Children with externalizing problems seem to be
“problematic children”. This session should raise awareness
that these children are rather “children with problems”.
• The theoretical input should provide knowledge on typical
symptoms/behavior of externalizing problems, potential
reasons and strategies that may help teachers to deal with
children with externalizing problems.
1
“Difficult Children”
• To be “difficult” is an important part of growing up.
• There are as many difficult parents as children.
• Difficult children are difficult, but they may have
problems.

“Normal Things“ while growing up:

• not to fulfill the wishes of adults from time to time
• testing adults’ rules and expectations

But what for?

Ø To learn about and discover their own selves
Ø To express their individuality
Ø To achieve a sense of autonomy
Ø To discover the boundaries of the adults’ rules
Ø To learn about their own self-control

2
 Externalizing
problems

Oppositional Aggressive
ADHD*
behavior behavior
*Attention Deficit
Hyperactivity Disorder

• To disobey • To hit, bite, bully, destroy • Unable to sit still

• Not to listen • Occurs in times of anger, • Difficulties to
• Not to do what you are frustration, fear concentrate
supposed to do (e.g. • Boys have more • Low attention capacity
homework, daily tasks) problems with physical • Constantly fidgeting
• To argue aggression

Children who suffer from externalizing problems are often difficult to handle by teachers as
they are disobedient and sometimes aggressive. The aim is to raise awareness that students
who show oppositional or aggressive behavior are not “evil” by nature but that many of them
3
suffer from problems.
 Potential reasons for externalizing problems
There are a number of reasons that may explain why children develop externalizing
problems. The most prominent reason is harsh discipline but also other reasons play a
role.
• Aggressive/disobedient behavior
- to solve conflicts
- to deal with anger & frustration
• Cycle of violence and misbehavior
Harsh discipline
• Greater risk for lifelong problems
- in relationships
- with authorities
- to get criminal
• Unreasonable or high expectations - to use drugs / alcohol
• Difficult / intense temperament of the child
• School problems
• Conflicts with peers
• Family stress
• Conflicts between parents Other reasons
• Disorganization & conflicts within the
family
• Violence in the family 4
What can teachers do?
It is important to note that you as a teacher can do a number of things but that it is
often helpful to ask for additional advice or help. Children with externalizing
problems profit from clear rules and predictable consequences.

• Show that you noticed a difference in the behavior

• Recognize unhappiness and struggling
• Try to understand the reason for the behavior
• Encourage other ways to solve the problem
• Improve cooperation with parents
• Try to take pressure from the child

When to seek additional help …

• Persistent, long lasting disrespect
• If the behavior continues despite of your best efforts
• If disobedience goes along with aggressive behavior
• If there are general signs of unhappiness
• If the child uses alcohol or other drugs
5
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Facilitator Instructions

Internalizing Problems
Instructions for the facilitator:

Aim:

The aim of this session on internalizing problems is to raise awareness that students who
show depressive symptoms or social withdrawal are not compliant and uncomplicated but that
many of them suffer from severe problems. The session should provide some knowledge
about typical signs of internalizing problems that may help teachers to notice students with
internalizing problems. Furthermore, the session should give the teachers some ideas about
the various reasons for internalizing problems, strategies how to deal with students showing
internalizing problems and help teachers to understand that in many cases additional advice or
help may be useful in order to deal with students who show internalizing problems. The small
groups should deepen their understanding of internalizing problems and should relate the
theoretical knowledge to their daily work.

Information for the facilitator:

Children suffering from internalizing disorders will keep their problems to themselves, or
internalize (keep inside) their maladaptive emotions and cognitions (= children see
themselves as the problem). Reactions that are apparent in those with internalizing disorders
include depression, withdrawal, anxiety, and loneliness. Further characteristics are also
involved with internalizing disorders, for example poor self-esteem, suicidal behaviors,
decreased academic progress, and social withdrawal. Internalizing emotions, like sadness, can
grow into more severe burdens such as social withdrawal, suicidal behaviors or thoughts, and
other unexplained physical symptoms.

Children with internalizing problems, such as depressive symptoms or social withdrawal, are
often overseen by teachers. They are often not regarded as “children with problems” but as
compliant and not complicated. This theoretical input should provide knowledge on typical
symptoms/behavior of internalizing problems, potential reasons and strategies that may help
teachers to notice and to deal with students who show internalizing problems.

Time frame:

Input: 20 minutes plus 5 minutes for questions

Small groups: 30 minutes for discussion in small groups
Presentations: 25 minutes for the presentation (max. 5 minutes per group)
Discussion & final remarks: 15 minutes

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Facilitator Instructions

Small group information for the facilitator:

Small group 1: Depression

Aim:
Sensitize that depressive symptoms could have a variety of reasons and that depressive
children need teachers’ attention but that teachers should also involve the school counselor
and parents for help.

Instructions for the participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows depressive symptoms (e.g. sad, silent, loss of interest, etc.)
at home and at school since a few weeks.
Points of discussion:
• What could be a reason for the symptoms of the child?
• What can you as a teacher do?

Examples:
• Did something special happen 4 months ago?
• Is it a stressful time for the family in general?
• Are there other things that changed in the last months (e.g. showing more sadness,
unhappiness, loss of energy and fun during leisure time)?
• Does the child show the behavior also in other situations?

Reasons (e.g.):
• Severely discouraged
• Unreasonable or high expectations of the parents
• School problems
• Conflicts with peers
• Family stress (conflicts between parents, disorganization & conflicts within the
family, violence in the family)

Potential strategies for teachers:

• Talk to the boy
• Encourage the boy to actively participate
• Involve the school counselor
• Involve the parents

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Facilitator Instructions

Small group 2: Depression
Aim:
Sensitize that teachers should also notice the quiet and silent children. “Not making trouble”,
does not mean that they are happy. If teacher watch their students carefully they will be able
to detect also internalizing problems. Nevertheless internalizing problems are most of the time
more subtle than externalizing problems.
Facilitator instructions:
Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Points of discussion:
• How can teachers detect children or adolescents with depressive symptoms?
• What are typical signs of depression in children and adolescents?
• Discuss own examples of children or adolescents who suffered from depressive
symptoms? How did they behave and what did you do to support them?

Typical signs:
• Being sad
• Being silent
• Social withdrawal/often on his/her own
• Very tired
• Lack of energy
• Los of interest
• Loss of appetite/increased appetite

è If teachers watch their students and have also an eye for the silent student, they will detect
behavioral changes easily.

Small group 3: Social withdrawal

Aim:
Sensitize that social withdrawal could have a variety of reasons. Sensitize, that it is important
to try to understand the children’s problems in order to support the child. Children with
internalizing problems profit from an understanding and non-judgmental attitude.
Facilitator instructions:
Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Points of discussion:
Think about the children you are teaching and find examples for social withdrawal.

• What could be reasons for social withdrawal of a child?

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Facilitator Instructions

Examples:
• The child is very shy and fearful (some children are happier when they are on their
own but most children and adolescents want to be part of a peer group)
• Severe discouragement
• Unreasonable or high expectations of the parents
• School problems
• Conflicts with peers (being bullied or excluded from social activities)
• Family stress (conflicts between parents, disorganization & conflicts within the
family, violence in the family)

Small group 4: Social withdrawal

Aim:
Sensitize that social withdrawal could have a variety of reasons. Sensitize, that it is important
to try to understand the children’s problems in order to support the child. Children with
internalizing problems profit from an understanding and non-judgmental attitude.
Facilitator instructions:
Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Points of discussion:
• What can teachers do if a child shows signs of social withdrawal?

Examples:
• Try to determine the specific cause of the behavior
• Express an understanding and supportive attitude towards the child’s problems
• Encourage and invite to participate
• Try to reduce stress
• Try to take pressure from the child
• Get in contact with parents and school counselor
• It is not that they do not want to something but they cannot do it!

Small group 5: Social withdrawal

Aim:
Sensitize that there are a few alarm signals that require advice and support. Support can be
found inside and outside of the school.

Facilitator instructions:
Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

4
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Facilitator Instructions

Points of discussion:
• When do teachers need to seek additional help if a child shows signs of depression or
social withdrawal?

Examples:
• Persistent, long lasting depressive symptoms
• If the behavior continues despite of your best efforts
• If social withdrawal and depressive behavior go along with ideas of killing oneself
• If the child is unable to share his/her feelings with anybody

5
 Internalizing problems
• Children with internalizing problems (= children
see themselves as the problem) such as
depressive symptoms or social withdrawal, are
often overseen by teachers.
• They are often not regarded as “children with
problems” but as compliant and not
complicated.
• Children with internalizing problems are not
compliant and uncomplicated but many of them
suffer from severe problems and they suffer in
silence.
1
 Here are some typical signs of internalizing problems that may help teachers to notice
children who suffer from internalizing problems:

Internalizing
problems

Social
Depression Grief
withdrawal

The child feels Child Child

• sad • feels very sad • does not interact with other
• misses the deceased children
• hopeless
person • prefers to stay alone
• worthless
• feels guilty for the death of • prefers to interact with
• lonely or not the parent adults rather than with
understood • often cannot talk about the children
• no pleasure grief • has no or very few friends
• prefers to stay alone
2
 Potential reasons for internalizing problems
There are a number of reasons that may explain why students develop
internalizing problems. The most prominent reason is harsh discipline but
also other reasons play a role. We have listed a few examples below.

• Social withdrawal or depressive

Harsh discipline symptoms
• Low self-esteem
• Higher risk to become a victim of
violence later in life
• Unreasonable or high expectations
• School problems
• Conflicts with peers
• Family stress
• Conflicts between parents
• Disorganization & conflicts within Other reasons
the family
• Violence in the family
• Loss of parents
3
It is important to note that you as a teacher can do a number of things but that it is
also often helpful to ask for additional advice or help. A close collaboration with the
parents and the school counselor may help you to decide how you can best support
the student to overcome his or her problems. Below you find a few ideas that may be
helpful when you have a student in your class that may suffer from internalizing
problems.

What can teachers do?

• Show that you noticed a difference in the behavior
• Recognize unhappiness and struggling
• Try to understand the reason for the behavior
• Improve cooperation with parents
• Express an understanding and supportive attitude towards the child’s problems
• Try to take pressure from the child

When to seek additional help …

• Persistent, long lasting depressive symptoms
• If the behavior continues despite of your best efforts
• If social withdrawal and depressive behavior go along with ideas of killing oneself
• If the child is unable to share his/her feelings with anybody

4
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 1

Facilitator Instructions

Collaboration & exchange

Facilitator instructions:

Aim:
1) The daily school business demands a close collaboration of the school management (e.g.
the head teacher), teachers, parents, and the school counselors. In this session the relationship
between teachers, school management, parents, and the school counselors will be examined
and ideas for improvement will be discussed. This session should sensitize participants for the
importance of a good collaboration. The role of the facilitator is to mediate the discussion and
to encourage teachers’ initiatives to improve their working conditions.
2) To improve the working atmosphere and assure long-term changes in attitudes and
discipline & interaction strategies, teachers should think of how they can exchange with
colleagues about the successes and difficulties in implementing the new knowledge. Teachers
who practice to implement new strategies need to exchange with others to evaluate what
worked, what did not and what are further alternatives. Supervision, collegial consultation
under the guidance of an external professional is very beneficial, but not always realistic.
However, regular meetings for the professional exchange with colleagues (peer supervision)
need little resources and are very helpful to keep teachers motivated to experiment and work
with new strategies. Moreover, chat groups and video conferencing can be used to connect
with other trained teachers over distance. Very beneficial, but depending on resources are
single training days to refresh the knowledge and discuss with colleagues can help to maintain
long-term changes.

Time frame:
1) Small group work:
Introduction and group formation: 5 minutes
Small group discussion: 20 minutes
Presentation of results and discussion in the plenary: 25 minutes
2) Discussion about exchange and sustainability:
Introduction: 5 minutes
Discussion: 25 minutes
Conclusion by the facilitators: 10 minutes

Tasks:
1) Collaboration with parents, management & school counselor
The session starts with a short introduction and the formation of the small groups. Each small
group discusses and collects ideas on how specific collaboration can be improved. The main
results of the small group discussion should be presented in the plenary.
Each small group discusses about the working atmosphere of the given number (see Figure 1)
by answering the following questions:

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 1

Facilitator Instructions

1. What is already working well?

2. What needs to be improved?
3. How can we improve the working atmosphere at school?

Parents School
management
3
2

Teacher
1
5
4

School
counselor
Figure 1. Pathways of interaction between school management, teachers, school counselor
and parents.

Small groups:

Group 1: Interaction between the school management, the counselor and the teachers
Group 2: Interaction between teachers and parents
Group 3: Interaction between teachers and school management
Group 4: Interaction between teachers and school counselor
Group 5: Interaction between school counselor and parents

2) Working atmosphere & exchange with colleagues

After a short introduction, the facilitator moderates the discussion. The questions below help
the facilitator to introduce and discuss different forms of exchange and support. In the end the
participants should agree on a form of exchange they want to install.

Introduction by the facilitator:

“In the last days we reflected and discussed a lot about different strategies to interact with
students. You tried and practiced new strategies. This new knowledge should be beneficial for
your daily work. However, we now that your daily work is demanding and stressful. So, if
you want to implement new things you need to support each other. Teachers who practice to
implement new strategies need to exchange with others to discuss what worked, what did not
and what else to try. There are several possibilities for exchange and support. Lets discuss
them and see how you can realize them.”

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 1

Facilitator Instructions

1) Which types of exchange do you already use? Do you have a regular teacher’s meeting or
similar?
Explain about peer supervision:
• regular meetings for the professional exchange with colleagues
• need little resources
• are very helpful to keep teachers motivated to experiment and work with new
strategies.
à Do you have meetings the exchange with colleagues? How can you install them?

2) Additionally, the exchange through chat groups (e.g. whats app) or video conferencing (e.g.
skype) with other ICC-T trained teachers or with the facilitators can give support in
implementing new strategies.
How could these possibilities of exchange be beneficial for you?

3) If resources are existing, team days with supervision (collegial consultation under the
guidance of an external professional) or single training days to refresh the knowledge and
discuss with colleagues can help to maintain long-term changes.

Closing question: Which measures of exchange and practice can you start and discuss with
the school management to have the support you need to really use the training content?

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 2

Facilitator Instructions

Concluding Round
Instruction for the facilitator

Aim:
The final session is used for closing the workshop, giving feedback and a farewell round.

Task:
In the final session the written evaluation is conducted. Finally, all participants are invited to
share their experiences and impressions from the workshop with each other and offer some
oral feedback for the facilitators. The facilitators thank the participants for their participation
and closes the workshop with a few concluding words.

Time frame:

Written evaluation: 45 minutes

Evaluation round: 30 minutes
Concluding words: 10 minutes

Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 2

Facilitator Instructions

Concluding words:
Dear Teachers,

We are happy to reach the end of our workshop healthy and with smiling faces. We believe
that, through the discussions we had in the past days, every one of us has benefited and
learned something.

This workshop was only possible through your engagement and participation! We thank you
very much for your dedication in terms of time, cooperation and positive attitude you showed
during the whole week of the training. We value very much your contributions through
presentations, personal experiences, questions and opinions you provided during the whole
time of the workshop. It is our hope and expectation that you will take the positive spirit with
you so that you can create many positive interactions with students and inspire them in your
daily work at school. We believe that, in cooperation with parents and colleagues, the
interaction with children will become more positive and enriching.

Also we thank the school management for the support we got from the beginning of the
workshop to this end. We are happy that the school management sees the importance of the
work of teachers and of good interactions between teachers and children. Thank you very
much!

Thank you!!!

Tasks for small groups
Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 4

Small Groups

Small group 1: Teachers as role models?

Instruction: Please discuss in your small group, what kind of role teachers play in the life of
students and collect your thoughts. Afterwards you will present your thoughts to the plenary.
Guiding questions: Which role do teachers play in the life of students? How do teachers
influence the development of students? Can teachers be role models for students? Which role
did your teachers play in your life when you were a student? What is your aim/vision in
teaching or what do you want to give to the students in their life?

Small group 2: Teachers as role models?

Instruction: Please discuss in your small group, what kind of role teachers play in the life of
students and collect your thoughts. Afterwards you will present your thoughts to the plenary.
Guiding questions: Which role do teachers play in the life of students? How do teachers
influence the development of students? Can teachers be role models for students? Which role
did your teachers play in your life when you were a student? What is your aim/vision in
teaching or what do you want to give to the students in their life?

Small group 3: Teachers as role models?

Instruction: Please discuss in your small group, what kind of role teachers play in the life of
students and collect your thoughts. Afterwards you will present your thoughts to the plenary.
Guiding questions: Which role do teachers play in the life of students? How do teachers
influence the development of students? Can teachers be role models for students? Which role
did your teachers play in your life when you were a student? What is your aim/vision in
teaching or what do you want to give to the students in their life?

Small group 4: Teachers as role models?

Instruction: Please discuss in your small group, what kind of role teachers play in the life of
students and collect your thoughts. Afterwards you will present your thoughts to the plenary.
Guiding questions: Which role do teachers play in the life of students? How do teachers
influence the development of students? Can teachers be role models for students? Which role
did your teachers play in your life when you were a student? What is your aim/vision in
teaching or what do you want to give to the students in their life?

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 4

Small Groups

Small group 5: Teachers as role models?

Instruction: Please discuss in your small group, what kind of role teachers play in the life of
students and collect your thoughts. Afterwards you will present your thoughts to the plenary.
Guiding questions: Which role do teachers play in the life of students? How do teachers
influence the development of students? Can teachers be role models for students? Which role
did your teachers play in your life when you were a student? What is your aim/vision in
teaching or what do you want to give to the students in their life?

Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Small Groups

Beliefs about corporal punishment

Group 1
There are several beliefs that people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Corporal punishment teaches respect.”

Questions:
• What is respect?
• Whom do you respect and why?
• Is corporal punishment related to respect? If so, in which way?
• What components could be important to be respected by children?

àIs it true that corporal punishment teaches respect?

Group 2
There are several beliefs that people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards.

“Some children only understand corporal punishment.”

If children are accustomed to corporal punishment they won’t understand other educating
methods. Especially for difficult children, corporal punishment is the only effective method.

Questions

• What is meant by understanding the punishment? How do you know a child

understood the punishment?
• Do some children not understand other educating methods than corporal punishment?
• Do children learn the desired behavior from corporal punishment?
• Is corporal punishment related to children’s understanding of misbehavior/ a change in
children’s behavior?
• What benefits could it have to implement alternative methods to discipline?

àIs it true that some children only understand corporal punishment?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Small Groups

Group 3
There are several beliefs that people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Corporal punishment builds the character.”

Corporal punishment is necessary for the moral development and the development of the
conscience. It teaches children to be responsible for their behavior.

Questions
• What is moral development/ development of the conscience?
• What is necessary for a moral development?
• Is corporal punishment related to character building?
• Are children who grew up without corporal punishment less conscientious?
• What aspects could help the child in developing a good moral concept?

àIs it true that corporal punishment builds the character?

Group 4
There are several beliefs that people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Children get uncontrollable without corporal punishment.”

Questions
• Does corporal punishment help to control children?
• How do corporal punishment and control over children relate?
• What alternatives to corporal punishment exist to handle difficult children?
• Are the alternatives as good in controlling children as corporal punishment is?
• What would happen if there wouldn’t be any corporal punishment?

àIs it true that children get uncontrollable without corporal punishment?

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Small Groups

Group 5
There are several beliefs that people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards.

“Corporal punishment is time efficient.”

Questions
• How long do you need to spank a child? How long do other methods of punishment
take compared to corporal punishment?
• How often do you need to punish a child?
• How effective is corporal punishment compared to alternative methods of punishing?
• Is corporal punishment time efficient in the long term?

àIs it true that corporal punishment is time efficient?

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Small Groups

Reinforcement
Small group 1: Reinforcement

Instruction: Students are more motivated to learn if they are encouraged, feel responsible and
can actively participate or take over parts in a lesson. However, sometimes it is difficult to
realize this in every-day work. Please find precise examples how you can use encouragement,
attention, responsibility, and participation with your students. What could be crucial to make
these strategies successful?

Small group 2: Reinforcement

Instruction: Students are more motivated to learn if they are encouraged, feel responsible and
can actively participate or take over parts in a lesson. However, sometimes it is difficult to
realize this in every-day work. Please find precise examples how you can use encouragement,
attention, responsibility, and participation with your students. What could be crucial to make
these strategies successful?

Small group 3: Reinforcement

Instruction: Students are more motivated to learn if they are encouraged, feel responsible and
can actively participate or take over parts in a lesson. However, sometimes it is difficult to
realize this in every-day work. Please find precise examples how you can use encouragement,
attention, responsibility, and participation with your students. What could be crucial to make
these strategies successful?

Small group 4: Reinforcement

Instruction: Students are more motivated to learn if they are encouraged, feel responsible and
can actively participate or take over parts in a lesson. However, sometimes it is difficult to
realize this in every-day work. Please find precise examples how you can use encouragement,
attention, responsibility, and participation with your students. What could be crucial to make
these strategies successful?

Small group 5: Reinforcement

Instruction: Students are more motivated to learn if they are encouraged, feel responsible and
can actively participate or take over parts in a lesson. However, sometimes it is difficult to
realize this in every-day work. Please find precise examples how you can use encouragement,
attention, responsibility and participation with your students. What could be crucial to make
these strategies successful?

Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 1

Small Groups

Logical consequences
Small group 1: Logical consequences

Instruction: Students feel more responsible for their actions if misbehavior is followed by a
logical consequence. However, sometimes it is difficult to realize this in every-day work.
Please find precise examples for misbehavior of your students and how the logical
consequence would look like. What could be crucial to make it successful?

Small group 2: Logical consequences

Instruction: Students feel more responsible for their actions if misbehavior is followed by a
logical consequence. However, sometimes it is difficult to realize this in every-day work.
Please find precise examples for misbehavior of your students and how the logical
consequence would look like. What could be crucial to make it successful?

Small group 3: Logical consequences

Instruction: Students feel more responsible for their actions if misbehavior is followed by a
logical consequence. However, sometimes it is difficult to realize this in every-day work.
Please find precise examples for misbehavior of your students and how the logical
consequence would look like. What could be crucial to make it successful?

Small group 4: Logical consequences

Instruction: Students feel more responsible for their actions if misbehavior is followed by a
logical consequence. However, sometimes it is difficult to realize this in every-day work.
Please find precise examples for misbehavior of your students and how the logical
consequence would look like. What could be crucial to make it successful?

Small group 5: Logical consequences

Instruction: Students feel more responsible for their actions if misbehavior is followed by a
logical consequence. However, sometimes it is difficult to realize this in every-day work.
Please find precise examples for misbehavior of your students and how the logical
consequence would look like. What could be crucial to make it successful?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 2

Small Groups

Small group 1: Rules in the classroom

Instruction: Please discuss in the group of teachers, which rules are important for you. Select
the 3 most important rules for your small group. How can you phrase them using clear, short
and positive wording? Use the Handout for good rules.

Small group 2: Rules in the classroom

Instruction: Please discuss in the group of teachers, which rules are important for you. Select
the 3 most important rules for your small group. How can you phrase them using clear, short
and positive wording? Use the Handout for good rules.

Small group 3: Rules in the classroom

Instruction: Please discuss in the group of teachers, which rules are important for you. Select
the 3 most important rules for your small group. How can you phrase them using clear, short
and positive wording? Use the Handout for good rules.

Small group 4: Rules in the classroom

Instruction: Please discuss in the group of teachers, which rules are important for you. Select
the 3 most important rules for your small group. How can you phrase them using clear, short
and positive wording? Use the Handout for good rules.

Small group 5: Rules in the classroom

Instruction: Please discuss in the group of teachers, which rules are important for you. Select
the 3 most important rules for your small group. How can you phrase them using clear, short
and positive wording? Use the Handout for good rules.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Small Groups

Small group work
Small group 1: Reinforcement systems
Instructions:

Please discuss how you could implement a reinforcement system in your class. Prepare a
reinforcement chart and present your results in the plenary.

Choose one of the examples:

§Chart including tasks in the classroom (e.g. cleaning the blackboard)

§Chart including the daily homework
§Small exercise book in which the students can collect points for good behavior/
fulfilling a task
Guiding questions:

1. Which behavior do you want to reinforce?

2. What fits to the needs of your class – an individual system or a chart for the entire class?
3. What kind of points will you use (e.g. stickers, check marks, signature)?
4. Which rewards will you give for how many points?
5. How can you make the system visible?
6. Try to make the system attractive depending on the age.

Small group 2: Reinforcement systems

Instructions:

Please discuss how you could implement a reinforcement system in your class. Prepare a
reinforcement chart and present your results in the plenary.

Choose one of the examples:

§Chart including tasks in the classroom (e.g. clearing the blackboard)

§Chart including the daily homework
§Small exercise book in which the students can collect points for good behavior/
fulfilling a task
Guiding questions:

1. Which behavior do you want to reinforce?

2. What fits to the needs of your class – an individual system or a chart for the entire class?
3. What kind of points will you use (e.g. stickers, check marks, signature)?
4. Which rewards will you give for how many points?
5. How can you make the system visible?
6. Try to make the system attractive depending on the age.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Small Groups

Small group 3: Reinforcement systems
Instructions:

Please discuss how you could implement a reinforcement system in your class. Prepare a
reinforcement chart and present your results in the plenary.

Choose one of the examples:

§Chart including tasks in the classroom (e.g. clearing the blackboard)

§Chart including the daily homework
§Small exercise book in which the students can collect points for good behavior/
fulfilling a task
Guiding questions:

1. Which behavior do you want to reinforce?

2. What fits to the needs of your class – an individual system or a chart for the entire class?
3. What kind of points will you use (e.g. stickers, check marks, signature)?
4. Which rewards will you give for how many points?
5. How can you make the system visible?
6. Try to make the system attractive depending on the age.

Small group 4: Reinforcement systems

Instructions:

Please discuss how you could implement a reinforcement system in your class. Prepare a
reinforcement chart and present your results in the plenary.

Choose one of the examples:

§Chart including tasks in the classroom (e.g. clearing the blackboard)

§Chart including the daily homework
§Small exercise book in which the students can collect points for good behavior/
fulfilling a task
Guiding questions:

7. Which behavior do you want to reinforce?

8. What fits to the needs of your class – an individual system or a chart for the entire class?
9. What kind of points will you use (e.g. stickers, check marks, signature)?
10. Which rewards will you give for how many points?
11. How can you make the system visible?
12. Try to make the system attractive depending on the age.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Small Groups

Small group 5: Reinforcement systems
Instructions:

Please discuss how you could implement a reinforcement system in your class. Prepare a
reinforcement chart and present your results in the plenary.

Choose one of the examples:

§ Chart including tasks in the classroom (e.g. clearing the blackboard)

§ Chart including the daily homework
§ Small exercise book in which the students can collect points for good behavior/
fulfilling a task
Guiding questions:

13. Which behavior do you want to reinforce?

14. What fits to the needs of your class – an individual system or a chart for the entire class?
15. What kind of points will you use (e.g. stickers, check marks, signature)?
16. Which rewards will you give for how many points?
17. How can you make the system visible?
18. Try to make the system attractive depending on the age.

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 4

Small Groups

Small group 1: Contracts

Please prepare a contract between a student and a teacher in a role play. One participant acts
in the role of the student and the other one acts in the role of a teacher. The other participants
will be observers who have the task to carefully observe the interaction between student and
teacher. The child has shown the following problem behavior:
Group 1: Coming repeatedly late to school.

Small group 2: Contracts

Please prepare a contract between a student and a teacher in a role play. One participant acts
in the role of the student and the other one acts in the role of a teacher. The other participants
will be observers who have the task to carefully observe the interaction between student and
teacher. The child has shown the following problem behavior:
Group 2: Repeatedly not listening in school.

Small group 3: Contracts

Please prepare a contract between a student and a teacher in a role play. One participant acts
in the role of the student and the other one acts in the role of a teacher. The other participants
will be observers who have the task to carefully observe the interaction between student and
teacher. The child has shown the following problem behavior:
Group 3: Repeatedly not following the instructions of the teacher.

Small group 4: Contracts

Please prepare a contract between a student and a teacher in a role play. One participant acts
in the role of the student and the other one acts in the role of a teacher. The other participants
will be observers who have the task to carefully observe the interaction between student and
teacher. The child has shown the following problem behavior:
Group 4: Repeatedly forgetting the homework.

Small group 5: Contracts

Please prepare a contract between a student and a teacher in a role play. One participant acts
in the role of the student and the other one acts in the role of a teacher. The other participants
will be observers who have the task to carefully observe the interaction between student and
teacher. The child has shown the following problem behavior:
Group 5: Being repeatedly absent.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 2

Small Groups

Implementation into daily work

Group 1: Encouragement, responsibility & participation

Instructions:
This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work.
Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strength and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

Group 2: Natural & logical consequences

Instructions:
This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work.
Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strength and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

Group 3: Rituals & rules in the classroom

Instructions:
This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work.
Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strength and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 2

Small Groups

Group 4: Reinforcement systems & contracts
Instructions:
This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work.
Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strength and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

Group 5: Time-out
Instructions:
This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work.
Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strength and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Small Groups

Small group 1: Externalizing problems

Instructions for participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows oppositional behavior (e.g. shows disrespect, avoids going
to school, does not do his homework, etc.) at home and at school since about 4 months.
Points of discussion:
• What could be reason for the behavior of the child?
• Which feelings can hide behind oppositional behavior?
• Which of the new strategies may you use for changing his behavior?

Small group 2: Externalizing problems

Instructions for participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows oppositional behavior (e.g. shows disrespect, avoids going
to school, does not do his homework, etc.) at home and at school since about 4 months.
Points of discussion:
• What can teachers do?
• Which questions can you ask yourself before seeking further help?

Small group 3: Externalizing problems

Instructions for participants:

Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think about the children you are caring for and find examples for aggressive behavior?
• What could be reason for aggressive behavior of the student?
• Which feelings could be hidden behind aggressive behavior?
• What may a student try to express with aggressive behavior?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Small Groups

Small group 4: Externalizing problems

Instructions for participants:

Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think of a student that you know who is behaving aggressively.
• What can teachers do if students show aggressive behavior?
• Which of the newly learned strategies may be helpful?

Small group 5: Externalizing problems

Instructions for participants:

Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think of a student that you know who is behaving aggressively.
• When do you need to consult someone for advice?
• Whom would you consult? Why?

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Small Groups

Small group 1: Depression

Instructions for participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows depressive symptoms (e.g. sad, silent, loss of interest, etc.)
at home and at school since a few weeks.

Points of discussion:

• What could be a reason for the behavior of the child?

• What can you as a teacher do?

Small group 2: Depression

Instructions to participants:
Please discuss the points in your small group. Select one or two persons to present the results
in the plenary.

Points of discussion:

• How can teachers detect students with depressive symptoms?

• What are typical signs of depression in children and adolescents?
• Discuss own example of students that suffered from depressive symptoms? How did
they behave and what did you do to support them?

Small group 3: Social withdrawal

Instructions to participants:
Please discuss the points in your small group. Select one or two persons to present the results
in the plenary.

Points of discussion:

Think about the children you are teaching and find examples for social withdrawal.

• What could be reasons for social withdrawal of a child?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Small Groups

Small group 4: Social withdrawal

Instructions to participants:
Please discuss the points in your small group. Select one or two persons to present the results
in the plenary.

Points of discussion:

• What can teachers do if a child shows signs of social withdrawal?

Small group 5: Social withdrawal

Instructions to participants:
Please discuss the points in your small group. Select one or two persons to present the results
in the plenary.

Points of discussion:

• When do teachers need to seek additional help if a child shows signs of depression and
social withdrawal?

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 1

Small Groups

Collaboration

Small group 1: Interaction between the school management, the counselor and the teachers

Instruction: The daily school business demands a close collaboration of the head teacher,
teachers, and school counselors. How can this collaboration be improved? In which situations
did the interaction work well? In which situations did problems occur? How could the
interaction be improved? How can we work together in the best way for the children? Why is
it beneficial to have good collaboration?

Please discuss and collect ideas. Each group will present their main conclusions in the plenary.

Small group 2: Interaction between teachers and parents

Instruction: The daily school business demands a close collaboration of teachers and parents.
How can this collaboration be improved? In which situations did the interaction work well? In
which situations did problems occur? How could the interaction be improved? How can we
work together in the best way for the children? Why is it beneficial to have good
collaboration?

Please discuss and collect ideas. Each group will present their main conclusions in the plenary.

Small group 3: Interaction between teachers and school management

Instruction: The daily school business demands a close collaboration of the school
management and teachers. How can this collaboration be improved? In which situations did
the interaction work well? In which situations did problems occur? How could the interaction
be improved? How can we work together in the best way for the children? Why is it
beneficial to have good collaboration?

Please discuss and collect ideas. Each group will present their main conclusions in the plenary.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 1

Small Groups

Small group 4: Interaction between teachers and school counselor

Instruction: The daily school business demands a close collaboration of the teachers and
school counselors. How can this collaboration be improved? In which situations did the
interaction work well? In which situations did problems occur? How could the interaction be
improved? How can we work together in the best way for the children? Why is it beneficial to
have good collaboration?

Please discuss and collect ideas. Each group will present their main conclusions in the plenary.

Small group 5: Interaction between school counselor and parents

Instruction: The daily school business demands a close collaboration of the parents and school
counselors. How can this collaboration be improved? In which situations did the interaction
work well? In which situations did problems occur? How could the interaction be improved?
How can we work together in the best way for the children? Why is it beneficial to have good
collaboration?
Please discuss and collect ideas. Each group will present their main conclusions in the plenary.

2
Handouts for participants

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 2

Handout

Steps of a child’s development: the way from birth to adulthood
Physical development
• The child’s body changes a lot. While the child is growing, it changes in height, weight,
statue and strength.
• The first big bodily change happens when the child learns to walk and stretches its body.
The second big change happens in puberty, when many bodily features change.

Motor development
• Children are born with an innate urge to move and practice their movements.
• This urge helps them to learn all the basic steps from holding their own head as a newborn
to crawling and finally walking à Continuous practice of movements.
Ø Perfection of fine motor skills like throwing a ball and finally holding a pen and writing.

Sensory development
• The perspective of a child is different from that of an adult because it is smaller. Between
10 and 12 the sight is fully matured.
• With 5 to 6 years the hearing is matured. Children still have problems to allocate noises
and are easily distracted.
• Children are easily distracted by what they see and forget about their tasks. Continuous
supervision is needed, especially for the younger ones.
Ø What children see is always stronger than what they hear!
Ø Children are more easily distracted during lessons.

Cognitive development
• With 5 years the reaction time is twice as long as that of adults.
• With 8 to 10 years children can concentrate for a certain time, e.g. the length of the way to
school.
• With 14 to 15 years the reaction time is the same as of adults. They can now concentrate
on 2 things at the same time.
Ø Children need more time to react, can concentrate for a shorter period and more
easily distracted.
• Until the age of 6 years, children think and act self-centered. They are driven by their
current feelings and think magically.
• With 7 years the thinking starts to become more logical. With 12 years the thinking starts
to resemble adult thinking.
Ø They start to act more planned and purposefully.
Ø They can wait a little longer before they receive a promised reward. Short delay of
rewards is possible.

1


Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 2

Handout

Emotional development
• A baby needs help to handle unpleasant feelings and to calm down
• Children learn how to name emotions. They learn how to deal with them in a socially
accepted way with the help of caregivers. Then, they develop strategies to handle
emotions on his/ her own.
Ø From external emotion regulation (through the help of caregivers) to self-
regulation!

Which abilities are essential for academic success?

Ø Fine motor skills
Ø Concentration
Ø Emotion regulation, tolerance of frustration
Ø Self-confidence, confidence in own abilities
Ø Handling the delay of rewards
Ø Social skills

Social development
A child takes several steps to the world:
- With 6 months it starts to explore. With 1-3 years it learns to walk and starts to
develop a self-concept. The family is the focus of social experience.
- With the beginning of school, social experiences outside of the family become more
important.
- During puberty the child strives to be grown-up and independent. The peer group is
most important.
• A child has an innate need for attachment to a caregiver. The caregiver is the „safe place“.
• Children need care to survive, for nurture and for affection.
• During preschool and primary school years child learns more about its own thoughts and
feelings and it learns more about the thoughts and feelings of others. This is the base for
learning social behavior.
Ø They learn about their own identity and abilities in interaction with others.
Ø Social learning needs interaction with peers and adults. Role models are essential!
• As social beings children want to belong to a group and to contribute to this group.
• Children are motivated to follow the rules of a group if they feel like a member of the
group.
Ø Children want to feel accepted and useful within the group.

2


Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 2

Handout

The goals of misbehavior (following Dreikurs, 1968)
• All actions are purpose-driven, even though often we are not aware of the underlying aim.
• The main underlying aim of a child is to belong to the group and maintain his/her place in
the group.
Ø This may happen through accepted behavior or through misbehavior.

1. Attention-getting mechanism: “I can only be sure of my place in the group, if I have your
attention.”
Ø Children try to get attention through high performance, pleasantness, being cheeky
and restless or lazy and stubborn.
2. Power struggle: “I only feel self-assured, if you do what I want.”
Ø From experiences of pressure and criticism, children may feel insecure and learn to
fight against it with provocation, power, and rebellion.
3. Revenge: “I am the bad child. Everyone expects that I hurt and reject them, so that is what
I do.”
Ø Children who experienced rejection and refusal too frequently, do not believe anymore
that they will be liked and accepted. This child feels so hurt and seeks revenge.
4. Display of inferiority or inadequacy: “I am a failure and I will not succeed, so there is no
use in trying.”

Ø Children display inadequacy if they feel so discouraged that they lost any hope. They
try to avoid any situation that is potentially humiliating.

• A child can act according to more than one goal.

• To understand the underlying goal of a certain behavior, ask yourself (and the child):
What is the purpose of the misbehavior? Could it be…
To get attention? To be noticed?
To get their own way?
To hurt others, because they feel hurt? To get even?
To be left alone? To hide that they feel stupid?
• If a strategy does not work (anymore) and the child still feels his position in question, the
behavior pattern will shift to a more intense one in order to maintain his position in
another way. Equally, behavior can be improved by teachers, parents and caregivers with
the help of educational strategies.
Ø Reinforce the child’s feeling of belonging to the group!
Ø Experiences in school can have a positive impact on skills, knowledge and self-
esteem!

3


Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 2

Handout

Components of communication with students

Body language: Make and keep eye contact. Put your attention to the student.
Listening:
• Use reflective listening: Listen to, summarize, and repeat back to the student the
message you are hearing.
• Use active listening:
o Give the student your complete attention and try to put yourself in his/her place
so you can better understand what he/she is experiencing.
o Show your interest by nodding and occasionally use small responses like e.g.,
“Yes…I see, Oh…”
o Encourage the student to keep talking. Although these may seem like passive
responses, they are an important part of communication.
o If the student sees you as an active listener, this will make him/her more
willing to listen to you and others
• Acknowledge the student’s good listening habits from time to time. He/she may be
more motivated to listen carefully and follow your talk if his or her efforts are
recognized.

Talking:
• Use “I” messages and avoid “you” messages.
o The “I” messages communicate the effect of the student’s behavior or actions
upon the teacher. They encourage the student to take responsibility for his/her
actions.
o “You” messages are more student-focused and are more likely to create a
struggle between you and the student.
o Of course, even with “I” messages you are not guaranteed success, particularly
when you first begin to make use of “I” messages. If this happens, repeat your
message, maybe saying it in a different way and with greater intensity.
• Show respect for the student’s ideas and feelings.
• Stay away from sarcasm, hurtful words and blaming.
• Be honest.
• Give a short and clear message. Otherwise the important points might get lost or you
might be misunderstood.
• Be sensitive to your tone of voice. It should be consistent with your message. Do not
let your emotions confuse the message you are trying to convey.
• Be as consistent as possible with all students. You should have the same
communication approach and style with every student. Do not appear to be more
accepting of one student than another.

1
 Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 4

Handout

Teachers as role models: A message to teachers

A role model is a person who inspires and encourages us. A role model is someone we admire
and someone we aspire to be like. We learn through them, through their commitment and
through their encouragement. We look to them for advice and guidance. A role model can be
anybody: a parent, a friend, but some of our most influential and life-changing role models are
teachers.
Teachers accompany students through different stages of development. At six to eight hours a
day, five days a week, you as a teacher are predestined to become one of the most influential
people in your students’ lives. The educational and academic experiences in school have
influence far into adult-life.
After their parents, children will first learn from you, their primary school teacher. You are the
first and main persons who have an educational influence on the child. You are one of the first
persons to motivate and stimulate educational interest and desire to learn. Then, secondary
school teachers will guide students through another important transition: adolescence. As
children become young adults, they will answer their questions, listen to their problems and
teach them about this new phase of their lives. You not only watch your students grow, you
help them grow.
Much of what students learn from their teachers is not detailed on a syllabus. Teachers who help
us grow as people are responsible for imparting some of life’s most important lessons. During
their initial school years, students encounter, perhaps for the first time, other children of the same
age and begin to form some of their first friendships. As a teacher, you will show your students
how to become independent and form their own relationships; you will carefully guide and
support them. You can create an atmosphere in the class that is encouraging, fosters cooperation
and social skills, and stimulates learning. School is as much a place of social learning as of
academic learning, and this is true not only in our early years of education, but all the way
through school. You can guide your students in a kind, respectful, but firm way, help them to
acquire not only knowledge but responsibility, respect and self-confidence. You guide, stimulate,
and influence rather than using pressure and imposing your will. You have a crucial influence on
the development and life of your students!

Teachers are important role models for students. Important characteristics are…
• being honest and sincere.
• treating students with respect and dignity.
• being a trustful person.
• acting fair and responsibly.
• admitting mistakes and apologizing for mistakes.
• acting with kindness and firmness.
• seeing yourself as a group leader.
• showing confidence in the students’ abilities and in your abilities.
• distinguishing between the action and the person (concerning misbehavior).
• involving students in responsibilities and decisions.
• concentrating on improvement, not on mistakes.
• showing passion for your work, inspire, and elicit interest in students.
• educating through encouragement, winning cooperation and guidance.
1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 1

Handout

Education and discipline – What does the law say?

Take home messages

In many countries of the world (e.g., Kenya, South Sudan and DR Congo) the law prohibits
all forms of violence against children. With the Sustainable Development Goals 2015-2030
UNICEF, UNESCO and the United Nations High Commissioner for Human Rights support
the initiative to end all forms of violence against children.
They say: Hitting people is wrong – and children are people too.

Situation in [enter specific country]

1) In homes

• Add here the specific legal regulations in the respective target country!

2) In schools

• Add here the specific legal regulations in the respective target country!

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 1

Handout

Example handout Tanzania:

Education and discipline – What does the law say?

Take home messages

In many countries of the world (e.g., Kenya, South Sudan and DR Congo) the law prohibits
all forms of violence against children. With the Sustainable Development Goals 2015-2030
UNICEF, UNESCO and the United Nations High Commissioner for Human Rights support
the initiative to end all forms of violence against children.
They say: Hitting people is wrong – and children are people too.

Situation in Tanzania
1) In homes
• Corporal punishment is lawful in the home in mainland Tanzania and in Zanzibar. In
mainland Tanzania, the Law of the Child Act (2009) states that parents should protect
children from all forms of violence (article 9), including beatings which cause harm in
the definition of child abuse (article 3) and prohibiting “torture, or other cruel,
inhuman punishment or degrading treatment” (article 13).
• However, corporal punishment is to some degree allowed in Tanzania for “justifiable”
correction (article 13) and does not exclude all forms of corporal punishment from
such correction.
• In Zanzibar, article 14 of the Children’s Act (2011) states that “no child shall be
subjected to violence, torture, or other cruel, inhuman or degrading punishment or
treatment or any cultural or traditional practice which dehumanizes or is injurious to
his physical and mental wellbeing”, but it also states that “parents may discipline their
children in such a manner which shall not amount to injury to the child’s physical and
mental wellbeing”. This is not interpreted as prohibiting all corporal punishment in
childrearing.

2) In schools
• Corporal punishment is lawful in schools in mainland Tanzania under the National
Corporal Punishment Regulations (1979) pursuant to article 60 of the National
Education Act (1978), which authorizes the minister to make regulations “to provide
for and control the administration of corporal punishment in schools”. The Law of the
Child Act does not repeal this provision or prohibit corporal punishment in schools.
• Government guidelines in 2000 reduced the number of strokes from six to four and
stated that only the heads of schools are allowed to administer the punishment, with
penalties for teachers who flout these regulations.
• In Zanzibar, the Ministry of Education has adopted a policy against corporal
punishment in schools, but it remains lawful under the 1982 Education Act. The
Zanzibar Children’s Act does not explicitly prohibit corporal punishment in schools.
1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 2

Handout

Consequences of harsh discipline

Harsh discipline includes different types of discipline that all have in common that they harm
the student or have the potential to harm the student. Harm can be visible in form of physical
injuries but sometimes the scars are also invisible, for example psychological harm, such as
lowered self-esteem.
Examples of harmful discipline:
Ø Physical punishment: spanking, slapping, caning
Ø Emotional punishment: insulting, humiliating

Over the last decades research from all over the world including African countries has shown
that harsh discipline namely physical and emotional punishment has various negative
consequences:

Emo$onal(
punishment(

emo$onal( behavioral( cogni$ve(

Emotional consequences: Behavioral consequences: Cognitive consequences:

•  Impaired self-image and self- •  More aggressive and •  Learning difficulties
esteem oppositional behavior •  Concentration
•  Difficulties to make friends and •  More likely to show symptoms of problems
relate with others hyperactivity
•  Social withdrawal •  More bedwetting
•  Depressive Symptoms
•  Suicidal thoughts

Physical)
punishment)

emo1onal) behavioral) cogni1ve)

Emotional consequences: Behavioral consequences: Cognitive consequences:

•  More aggressive behavior
•  More mental health in childhood •  Lower school
problems •  More aggressive behavior in achievement
–  Depressive Symptoms adolescence & adulthood
•  More antisocial & •  Lower working memory
–  Internalizing problems delinquent behavior in capacity
•  Lower self-esteem childhood
•  Lower attention capacity
•  Less secure attachment to •  More antisocial behavior &
delinquent in adolescence & •  Lower concentration at
caregiver adulthood
•  Lower quality of caregiver- •  Less prosocial behavior school
child relationship

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 2

Handout

If a child is exposed to harsh discipline, the child learns the following:
Ø Fear but not respect!
Ø What not to do, but not what to do!
Ø Immediate compliance, but not why not to do it (no moral internalization)!
Ø To solve conflicts with violence!

The cycle of violence

As the child learns to solve conflicts with violence, a cycle of violence may develop. Children
and adolescents who experienced more violence by their parents or teachers are also more
likely to act aggressively towards peers but also towards teachers and parents.

Emo3onal)
discipline))

Exposure)to)
Use)of)harsh)
harsh)
harsh)
disciplne)
discipline)

Physical)
discipline)

The power struggle in schools

• The use of pressure and (physical) power lead to a power struggle with students.
• Applying more power, force, and humiliation leads to more resentment, rebellion and
revenge.
• Teaching and learning steps into the background and school days are at risk to become a
constant struggle for power between teachers and students.
• At worst, students may win the struggle by total refusal to learn and constant absence
from school.
Ø Highly dissatisfying and stressful for both, students and teachers!

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 3&4

Participant Instructions

Self - reflection
Instructions to the participants:

Dear participant,

Take now 15 minutes and think about the guiding questions. It will be helpful if you could
find a quiet place and think about the questions on your own.

Guiding Questions:

1. Go back to your childhood, think of your mistakes and the punishment you were given by
your parents and at school by your teachers.
a. Mention types of your mistakes and the punishment you were given.
b. How did you feel after being punished?
c. Are there types of punishment of your parents and teachers that you have
experienced and that you are now using to discipline children? Do you consider
them as effective and helpful?

2. Which punishment do you remember most in your life? What did you do and what was
the punishment?
a. At school
b. At home

3. How do you feel when you beat a child to discipline him/ her?

4. How do you feel when you know/ see another person is beating your child?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Handout

Facts about corporal punishment and non-violent discipline methods

Take home message

Non-violent discipline methods Corporal punishment

ü Teach correct behavior o Stops unwanted behavior for a short time

ü Teach values o Creates fear of parents or caregivers

ü Develop self-control o Reinforces sneaky behavior

ü Use acknowledgement and o Uses pain and humiliation

encouragement

ü Teach responsibility o Builds resentment

ü Build self-esteem o Damages self-esteem

ü Promote benefits of good behavior o Encourages children to deceive their

parents or caregivers and others

ü Produce self -regulated children o Produces difficult children

ü Produce long term good behavior in o Produces short term compliance in

children children

ü They might consume much time at the o It may seem like a shortcut but in the
beginning, but they slowly teach children long-run it reinforces misbehavior.
what to do and misbehavior may be
reduced.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Handout

Effective discipline strategies

Maintaining good behavior and changing misbehavior:

• Desired behavior is reinforced by adding positive incentives or by removing negative
tasks.
• Misbehavior can be modified by adding negative consequences or by removing
positive incentives.
Ø Generally, focus on reinforcing good behavior. If the desired behavior is reinforced
and children feel accepted, they will show less misbehavior.

Examples for reinforcement and modification of behavior

Strategies for maintaining good behavior:

• Positive reinforcing
– Acknowledge “good behavior” as quickly and as often as possible
– Give the students specific feedback about specific behavior: “I liked the way
how you have helped other students in class“
• Demonstrating „good behavior“
– Teachers are role models
– Actions are more powerful than words
– Demonstrate the desired behavior
– Do what you say, say what you mean and mean what you say!
– Keep your actions as consistent and positive as possible
– Show that you are able to learn from mistakes
– Be kind and firm

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Handout

• The teacher is the main actor in creating an atmosphere where students want to
participate and contribute:
– Attention is focused on good participation and contribution to the lesson.
– Teamwork and helping each other is reinforced by the teacher.
– The teacher encourages the students to actively take part in the lessons.
– As little attention as possible is given to misbehavior.

Strategies for changing misbehavior:

• First, it is important to step away from feeling provoked by the child and quick
reactions, but to evaluate the child’s behavior for the underlying goals:
– In this evaluation the teacher should concentrate on the purpose of the child’s
behavior, less on the underlying reasons in past experiences.
– The teacher can respond to the child’s behavior by reinforcing the feeling of
belonging and contribution to the group.
– Time and patience are needed to change the child’s attitude.
• Active ignoring
– Briefly removing the attention, when student shows misbehavior.
– Provide the student with action alternatives and acknowledge every step of
behavioral change.
• Natural consequences
– As a result of the student‘s own action, certain consequences or reactions
naturally occur.
• Logical consequences
– In certain situations natural consequences may be too dangerous or not
applicable.
– Instead, the consequences of the student’s misbehavior are structured by the
teacher, but experienced by the student as logical in nature.
– Logical consequences are logically related to the misbehavior.
• Additional tasks/privilege removal
– A penalty should be used only with caution and consideration.
– The penalty should be calmly discussed, should not be influenced by current
emotions.
– Rules and expectations should be clear and laid out in advance and not
presented as a surprise, a threat or a punishment.
– Can be discussed in the group discussion of the class and according to the class
rules.

Important to consider:

• Prepare well with class rules and discuss misbehavior with the students beforehand.
• Be firm, but fair.
• Be consistent.
• If you are angry, take a moment to calm down. Your anger is not a good guide.
• Distinguish between the action and the student. You are accepting the student, but not
the action.
• Children in rage cannot listen. Wait until it is over.
• Don’t get into a power struggle. Refuse to enter the fight. Admit that you cannot force
the student, try to find an agreement together, guide their power in useful actions.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Handout

Ø Silent actions are more powerful than threatening, shouting or scolding.
Ø The focus should always lie on reinforcement and encouragement!
Ø Whenever possible, attention and natural or logical consequences should be used
to modify behavior!

Excursus: Reaction to misbehavior according to the 4 goals

• If the child seeks attention: ignore attention-seeking behavior and give attention at
other times, encourage useful contributions to the class and lessons.
• If the child seeks power: do not use logical consequences or penalties, avoid power
struggles, ask for the child’s aid, and make agreements.
• If the child seeks revenge: use natural consequences, persuade the child that they are
liked, involve the class in encouragement.
• If the child displays inadequacy: encourage and do not give up, acknowledge every
attempt.

Consequences of behavior
• Should be age-appropriate
• Not determined by teacher‘s current emotions
• Related to the behavior
• Consistent (same consequences for same behavior)
• Contingent (closely after behavior)

The importance of attention:

• Students are always looking for the teacher’s attention.
• Negative attention is better than no attention.
è Attention reinforces the student‘s behavior

+ Use attention to reinforce good behavior

- Try not to pay too much attention on misbehavior
(…as attention to misbehavior will reinforce misbehavior)

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 3

Handout

Guidelines for setting expectations and giving instructions

• Instructions need to be stated clearly and explicitly and must be achievable and
reasonable.

• Be very specific about what you expect.

• There needs to be an agreement between what the teacher expects and what the
student expects.

• Communicate calm, friendly, and with eye contact.

• Teacher and student should set short-term goals that can be achieved steadily in a
step-by-step manner. Setting the goals too high or long-term will frustrate both student
and teacher, as success will only occur seldom.

• Acknowledge the student’s efforts, even when he/she does not fully meet the
expectations. Small steps are realistic and, if rewarded with encouragement and
attention, motivate the student for more effort.

• Be willing to reconsider and adjust the expectations when the student is consistently
unable to meet them.

• Generally expect that your students are motivated, feel responsible, and want to
cooperate. If you approach them with a positive encouraging attitude you will be
more successful.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Handout

Reinforcement

The student will be motivated to learn if he/she can participate actively with responsibility
and if the teacher can elicit interest for the subject in the students. Pressure can make children
learn, but it takes much more effort and holds much risk for misbehavior than guiding,
motivating and, encouraging.

Encouragement
“A misbehaving or deficient child is mainly a discouraged child” (Dreikurs, 1968)
• The child looses the confidence in his own abilities.
• Criticism, correction and pointing out mistakes may be done with good intentions, but
lead to even more discouragement.
• The child needs the feeling that the teacher sees him/her as a valuable person
independently of the performance and has faith in his/her abilities.
„He [The student] becomes what he is encouraged to become“ (Dreikurs, Cassel, Ferguson, 2004)
How to encourage:
• Concentrate on the positive and the strengths of the students.
• Mistakes are chances, not failures.
• Avoid criticism.
• Focus on improvement instead of performance.
• Have faith in the students‘ abilities.
• Be optimistic.
• Acknowledge improvement.
• Catch the students doing something good; give positive feedback.

How to give positive and specific feedback:

• Avoid comments on the person; focus on the action.
• Use a warm and optimistic voice.
• Give feedback on specific behavior: e.g.,
I appreciate/like that you did...
It is good to see...
I enjoyed that you...
It was a great help that you...
I noticed that you improved in...
I am sure you can do ... . If you need help, you can come to me.

The classroom atmosphere is essential to motivate or hinder learning:
• Teachers need to work with the class not against it.
• Good communication, common objectives and common values are parts of a good
class atmosphere.
• Create a team spirit and share the responsibility for learning with the children.
• Unite the class for a common goal or interest.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Handout

• A cooperative atmosphere is more helpful than competitive one: It fosters values that
children need to learn and unfold themselves, like communication of ideas,
coordination of effort, friendliness and the motivation to contribute.

Attention
• Power of attention is often overseen
• Attention always reinforces behavior
• Negative attention is better than no attention
Ø Use attention to reinforce good behavior. Try not to pay too much attention to
misbehavior.
Ø Acknowledge good behavior more than you comment on bad behavior (of one
student!)

Responsibility
• We care more about the outcome of a task if we feel responsible.
• Students can take responsibility for tasks in the classroom.
• If they feel responsible for the outcome of a lesson, they will participate and learn.
• Being responsible is learned through taking responsibility.

Participation
• We care more about tasks if we feel that our actions matter.
• Students can prepare certain parts of the lessons that are of interest for them.
Ø If they can participate actively and take over responsibility, they are more motivated.
Ø In group discussions all children take part, express their opinions, learn to listen to
each other, and share the responsibility to find solutions with the teacher.

Group discussions
• A weekly class discussion of around 30 minutes.
• First teacher is the chairperson, later also students take turns.
• Discuss: good things, possible improvements, personal issues, tasks & responsibilities,
activities & plans, class rules & consequences of violations
• Concentrate on constructive comments and problem solving.
• Keep a respectful & accepting atmosphere.
• Seek consensus in discussions.
• Agree on rules for the discussion (e.g, Raise our hand. One talks, the others listen.)

v Be careful to give each student several chances to participate and take over
responsibilities. Praise the also disruptive students when they do something well or
improve a little bit.
v It is easier for the teacher to work with motivated students who feel responsible.
v Motivated students are easier to guide.
v Especially in big classes it is difficult to teach if the students are against the teacher
and sabotage the lessons.
2
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 2

Handout

Developing good rules in the classroom

Successful rules are:

ü Short
ü Clear
ü Consistent
ü Easy to understand
ü Age-appropriate
ü Positively phrased

Rules …

• should be kept to a minimum.

• contain the most important values.
• should have the aim to create a supportive atmosphere in the class.
• should be developed by teachers and students together.
• should be visible in the classroom.

Ø The class should identify with their rules and feel responsible for them.
Ø Consequences of violation of rules should be discussed and agreed upon.
Ø Consequences should be clear for everybody.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 4

Handout

Contracts
General information:

Contracts can be used for children of age 10 and older, thus at an age when children want to
negotiate, feel empowered & independent; and show initiative and responsibility. Contracts
work best when made before a problem or a conflict arises. But contracts may also be useful
if a particular child shows an individual misbehavior or needs more structure and guidance to
reach a goal. Children and adolescents have definite and firm thoughts, opinions and feelings
and are capable of negotiations; therefore the contract should be negotiated and should not be
imposed on the child.

Steps to follow when preparing a contract for changing behavior:

1. The student and the teacher should both state their expectations and responsibilities.
2. The student and the teacher should discuss and agree on goals/sub-goals and
consequences.
3. Together discuss and define consequences following the accomplishment or the failure
to accomplish the goal/sub-goals of the contract.
4. The contract should be written down and should include goals/sub-goals, duties and
consequences.
5. The contract should be kept visible for all parties.
6. The contract should be a motivation for good behavior.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 4

Handout: Example contract

CONTRACT

BETWEEN ANDREW (STUDENT) AND MR. JOHNSON (TEACHER)

We agreed upon the following:

• Andrew will be doing his homework every day directly after school.
• Mr. Johnson will remind him at the end of each school day that Andrew agreed to do
his homework directly after school.
• If Andrew can present his homework in school on at least 3 mornings per week, he can
choose the story that will be read on Friday to the class.
• If Andrew does his homework less than 3 times this week, he needs to use the time
during the story to catch up on his homework.
• This contract is valid for one week.

We agree to this contract:

Dar es Salaam, 04-02-2019

______________________ ______________________

Andrew Mr. Johnson

Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Handout

Externalizing Problems

Externalizing disorders are characterized by maladaptive behaviors that are directed towards
an individual's environment, which cause impairment or interference in life functioning.
Externalizing disorders include, for example, aggressive behavior attention-
deficit/hyperactivity disorder, oppositional defiant disorder, and conduct disorder.
Students with externalizing problems seem to be “problematic children”. However, students
who show oppositional or aggressive behavior are not “evil” by nature but many of them
suffer from severe problems. Students who suffer from externalizing problems are often
difficult to handle by teachers, as they are disobedient and sometimes aggressive.

Externalizing,
problems,

Opposi3onal, Aggressive,
ADHD*,
behavior, behavior,
*Attention Deficit
Hyperactivity Disorder

•  to disobey •  to hit, bite, bully, destroy •  Unable,to,sit,s3ll,

•  not to listen •  Occurs in times of anger, •  Difficul3es,to,
•  not to do what you are frustration, fear concentrate,
supposed to do (e.g. •  Boys have more •  Low,a@en3on,capacity,
homework, daily tasks) problems with aggression
•  Constantly,fidge3ng,
•  to argue

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Handout

Underlying reasons
There are a number of reasons that may explain why students develop externalizing problems.
The most prominent reason is harsh discipline but also other reasons play a role. We have
listed a few examples below:

•  aggressive/disobedient behavior
-  to solve conflicts
-  to deal with anger & frustration
•  cycle of violence and misbehavior
Harsh&discipline& •  greater risk for lifelong problems
-  in relationships
-  with authorities
-  to get criminal
•  Unreasonable&or&high&expecta3ons& -  to use drugs / alcohol
•  Difficult&/&intense&temperament&of&the&
child&
•  School&problems&
•  Conflicts&with&peers&&
•  Family&stress&
•  Conflicts)between)parents)) Other&reasons&
•  Disorganiza3on)&)conflicts)within)the)
family)
•  Violence)in)the)family)
)
)

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Handout

What can teachers do?
It is important to note that you as a teacher can do a number of things but that it is often
helpful to ask for additional advice or help. A close collaboration with the parents and the
school counselor may help you to decide how you can best support the student and help
him/her to change his/her misbehavior. Students with externalizing problems profit from clear
rules and predictable consequences. Below you find a few ideas that may be helpful when you
have a student in class who shows externalizing problems.

What can teachers do?

• Show that you noticed a difference in the behavior
• Recognize unhappiness and struggling
• Try to understand the reason for the behavior
• Encourage other ways to solve the problem
• Improve cooperation with parents
• Try to take pressure from the child

Sometimes it may be helpful to have some guideline when additional help is needed. Under
the following circumstances you should seek additional help:

When to seek additional help …

• Persistent, long lasting disrespect
• If the behavior continues despite of your best efforts
• If disobedience goes along with aggressive behavior
• If there are general signs of unhappiness
• If the child takes alcohol or other drugs

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Handout

Internalizing Problems
Children suffering from internalizing disorders will keep their problems to themselves or
internalize the problems (= children see themselves as the problem). Behaviors that are
apparent in those with internalizing disorders include depression, withdrawal, anxiety, and
loneliness.
Students who suffer from internalizing problems are often overseen by teachers. They are
often not regarded as “children with problems” but as compliant and not complicated.
However, many of them suffer from severe problems.

Internalizing
problems

Social
Depression Grief
withdrawal

The child feels Child Child

•  sad •  feels very sad •  does not interact with other
•  misses the deceased children
•  hopeless
person •  prefers to stay alone
•  worthless
•  Feels guilty for the death of •  prefers to interact with
•  lonely or not the parent adults rather than with
understood •  often cannot talk about the children
•  no pleasure grief •  has no or very few friends
•  prefers to stay alone

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Handout

There are several reasons that may explain why students develop internalizing problems. The
most prominent reason is harsh discipline but also other reasons play a role. We have listed a
few examples below:

•  Social withdrawal or depressive

symptoms
Harsh&discipline&
•  low self-esteem
•  Higher risk to become a victim
of violence later in life

•  Unreasonable&or&high&expecta4ons&
•  School&problems&
•  Conflicts&with&peers&&
•  Family&stress&
•  Conflicts)between)parents))
•  Disorganiza3on)&)conflicts)within)
Other&reasons&
the)family)
•  Violence)in)the)family)

)
)

What can teachers do?

It is important to note that you as a teacher can do a number of things but that it is also often
helpful to ask for additional advice or help. A close collaboration with the parents and the
school counselor may help you to decide how you can best support the student to overcome
his or her problems. Below you find a few ideas that may be helpful when you have a student
in your class who may suffer from internalizing problems.
• Show that you noticed a difference in the behavior
• Recognize unhappiness and struggling
• Try to understand the reason for the behavior
• Improve cooperation with parents
• Express an understanding and supportive attitude towards the child’s problems
• Try to take pressure from the child

When to seek additional help…

Sometimes it may be helpful to have some guideline when additional help is needed. Under
the following circumstances you should seek additional help:
• Persistent, long lasting depressive symptoms
• If the behavior continues despite of your best efforts
• If social withdrawal and depressive behavior go along with ideas of killing oneself
• If the child is unable to share his/her feelings with anybody

2
Questionnaires for evaluation
 Evaluation of the ICC-T training workshop
Dear participant,
We are very happy to welcome you to our training workshop! Our training workshop will
focus on effective discipline measures and communication competencies in the context of
school settings. At the beginning we would like to know your expectations and wishes
concerning the ICC-T training workshop. This will then help us to shape our discussion with
you in the workshop so as to address adequately your needs and wishes. Feel free to answer
the questions, because all the information you provide will remain confidential.

1. Personal information

Please indicate your gender: [ ] male [ ] female

How old are you? I am __________ years old.

[ ] Completed secondary school; [ ] non-
What is your highest qualification? university teacher training; [ ] Bachelor;
[ ] Master; [ ] any other: _____________

2. Expectations
Below, you find some statements concerning the workshop and its content. Please mark the
category that fits best for you.

Somehow

Certainly
Not true
Referring to the introduction of the workshop and the content

true

true
displayed…

1 Many of the topics planned for this workshop are new to me.
2 The topics of the workshop are related to my daily work.
3 Many of the workshop’s topics are of interest to me.
4 I am motivated to participate in the workshop.
I feel that teachers need workshops to reflect on their work and to grow
5
personally.
I think that workshop as it is planned is highly needed for teachers in
6
my country.
I have the feeling that I will not learn many new things in this
7
workshop.
If I would have the choice, I would decide not to participate in this
8
workshop.
9 I am looking forward to participating in this workshop.

I have the following wishes and requests regarding the ICC-T training workshop:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Thank you for your participation!

1
 Evaluation of the ICC-T training workshop
Dear teacher,
Thank you for participating in this workshop! In order to improve this workshop further, we
would like you to fill out this evaluation questionnaire. We are interested in your personal
opinion concerning the content of the workshop, methods of training, and trainers’
presentations of contents, and we like to hear your recommendations for improvement. This
will help us to improve the workshop in future days with the intention of addressing correctly
the needs and wishes of teachers in your country. Once again feel free to answer the questions
honestly because all the information you provide will remain confidential.

1. Personal information

Please indicate your gender: [ ] male, [ ] female

How old are you? I am __________ years old.

[ ] Completed secondary school; [ ] non-
What is your highest qualification? university teacher training; [ ] Bachelor;
[ ] Master; [ ] any other:______________

2. Relevance of the workshop

Satisfactory
satisfactory

Very good

Excellent
Good
Not

Sn

How do you rate your understanding of the content of this

1
workshop?
How do you rate the relevance of the workshop’s content for
2
the daily work at your school?
How do you rate the applicability of the workshop’s content in
3
your school?
How do you rate the possibility of using the knowledge
4
obtained from this workshop at your school?
How do you rate the usefulness of this workshop for Tanzanian
5
teachers in general?
What could be added or removed to improve the workshop content?

a) Added ...........................................................................................
6
b) Removed........................................................................................

Was there any concept totally new to you?

7 Totally new concept (s) ..................................................................

..................................................................
1
 3. Satisfaction with the workshop

Moderate
Not at all

Much

much
Little

Very
Sn

1 How satisfied were you with the workshop in general?

2 How satisfied were you with the content of the workshop?
3 How satisfied were you with the teaching methods?
4 How satisfied were you with the trainers?
How satisfied were you with the training period (adequate or
5
not adequate)?

4. Evaluation of new knowledge

Below, you find some statements concerning the workshop and its content. Please mark the
category that fits best for you.

Somehow

Certainly
Not true
Referring to the introduction of the workshop and the

true

true
Sn
content displayed…

1 Many of the topics of this workshop were new to me.

2 The topics of the workshop are related to my daily work.
3 Many of the workshop’s topics were of interest to me.
4 I was motivated to participate in the workshop.
I feel that teachers need workshops to reflect on their work
5
and to grow personally.
I think that this workshop is highly needed for teachers in my
6
country.
I have the feeling that I did not learn many new things in this
7
workshop.
If I would have the choice I would have decided not to
8
participate in this workshop.
9
I enjoyed participating in this workshop.

2
 5. Transferring knowledge of the workshop to your daily work – your opinions

Very much
Moderate
Not at all

Much
Little
Sn

Did the workshop change your understanding of student’s

1
problems in relation to their behavior?
Do you think this workshop will influence your previous
2
strategies in dealing with student's disciplines at school?
Would your work load decrease by implementing your new
3
knowledge in your daily work?

Which aspects of the workshop will you mostly use in your daily work and which
aspects of the workshop you consider not realistic and difficult to use in your daily
work?

4 a) I will mostly use

........................................................................................................................

b) Not realistic and difficult to use

........................................................................................................................

If you would have to contribute money for the workshop, how much money would you
5
be willing to contribute for the workshop? ______________________
6 Would you recommend the workshop to other teachers? ☐ yes ☐ no

Thank you for participation!

3
Examples for certificates
Certificate

We hereby confirm the successful participation of

in the training

Interaction Competencies with Children - for Teachers (ICC-T)

The ICC-T training consisted of 5.5 days of training focusing on strengthening the

teacher-student relationship and equipping teachers with effective and non-violent

interaction strategies. The workshop encompasses a combination of lectures,

exercises and role-plays with theoretical and practical parts.

The participant successfully completed the five modules: 1) Improving teacher-student

interactions, 2) Maltreatment prevention, 3) Effective discipline strategies,

4) Identifying and supporting burdened students, and 5) Implementation into daily work

routines.

The workshop was conducted by _________________________________________

from __________ to ___________ at _____________________________________.

Place, date:

Signature: ____________________________________

Name, function:
The majority of teachers of this school participated successfully in the training

Interaction Competencies with Children - for Teachers (ICC-T)

The ICC-T training consisted of 5.5 days of training focusing on strengthening the

teacher-student relationship and equipping teachers with effective and non-violent

interaction strategies.

Place, date:

Signature: ____________________________________

Name, function:
ICC-T for secondary schools
Materials for facilitators
 Interaction Competencies with Children – for Teachers (ICC-T) in primary schools
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY
PLAYING, SINGING, DANCING (8.30 – 8.45)
1 SESSION
ST Plenum: Discussion: Small groups - discussion: Lecture & small groups: Lecture & role play: Small groups & discussion:
Welcome & Discipline and Myths about Logical Time-Out Collaboration with
8.30 – 10.15
Introduction education in corporal consequences parents & school
Discussion: Tanzania punishment counselor
Status quo Support by
colleagues
Evaluation I
BREAK (10.15 – 10.30)
2ND SESSION Input & discussion: Lecture: & Discussion: Discussion: Lecture & small groups: Small group and result Plenum:
Child development Consequences of Effective discipline Structure, rituals & presentation in the plenary: Evaluation II
10.30 – 12.00 Implementation
harsh punishment strategies rules in the Concluding Round
classroom
Lecture:
Changing children’s
behavior
Effective educating
& discipline
strategies
LUNCH BREAK (12.00 – 13.00)
PLAYING, SINGING, DANCING (13.00 – 13.15)
3RD SESSION Small groups: Self-reflection Role plays & discussion: Lecture & small groups: Lecture & small group FREE
Communication Instructions & Reinforcement Externalizing
13.00-14.45
with children Expectations systems problems

BREAK (14.45 – 15.00)

4 SESSION
TH Discussion – small groups: Self-reflection Lecture & small groups: Lecture & role play: Lecture & small group FREE
Teachers as role Reinforcement- Contracts Internalizing
15.00 – 16.30
models Attention, problems
Aims in teaching Responsibility &
Participation

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 1

Facilitator Instructions

Welcome session
Instructions to the facilitators:

Aim:

The welcome session should give the participants an idea about the content of the workshop,
its opportunities, but also its limits. From the beginning it is highly important that the
facilitators show a non-judgmental attitude and that they welcome the participants to actively
participate and involve in the workshop. The welcome session starts with an introduction
round (the facilitators welcome the participants and introduce themselves, then the
participants also shortly present themselves), then the facilitators present the schedule for the
workshop.

In the second step participants should discuss for 10 minutes with their neighbors what they
expect from the workshop. Key expectations should be discussed in the plenary, then a
discussion about the opportunities and the limitations in light of the current working
conditions at their school should follow.

The last part of the first session is used to conduct the pre-evaluation of the workshop.

Time frame:

Introduction: 20 minutes
Status quo: expectations, opportunities & limitations (30 minutes)
Evaluation: 45 minutes

1

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 1

Facilitator Instructions

Instruction for the participants:

Dear Teacher,

We are happy to visit your school again. As you remember, in the past months we have been
coming and talking with you about experiences on students’ behaviors and challenges at
school. Today, we join you again for a week to discuss and share different experiences and
strategies for the interaction with students.

So, in the next week we will share with you more about interaction competencies with
students and the use of effective discipline strategies in managing problems that may arise in
the work with students. Maybe you already know more about the topics to be discussed and
maybe you will learn something new, let us wait and see. In essence, this week should give
you the chance to have a break from the daily hassles, To take a step back and reflect together
with us about your work with students. We are happy to spend this time together with you and
look forward to fruitful discussions and talks.

In short, we will reflect together on different issues related to how you interact with students,
good communication, students’ difficulties and chances and discipline strategies; all together
with the intention of improving teacher-students interactions and relationships. We prepared a
time schedule that will guide us for the whole week in our discussion with you. Now I invite
you to take a copy so that we can later on go through it together and get to know what is
ahead of us.

Having said that, I once again welcome you to the training and I request your attention so that
we can achieve the goals of the workshop together.

Thank you and welcome!

2

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 1

Facilitator Instructions

Status quo: Expectations, opportunities & limitations
Aims:

Participants are asked to reflect and discuss for 10 minutes with their neighbors what they
expect from the workshop. Key expectations should be discussed in the plenary, then a
discussion about the opportunities and the limitations in light of the current working
conditions at their school should follow.

Time frame:

Discussion with neighbor: 10 minutes

Discussion in the plenary: 20 minutes

Instruction to participants:

Please take 10 minutes and reflect about what you expect from the workshop. You may also
discuss your expectations with your neighbor. We will then discuss the expectations of all
participants in the plenary.

Guiding questions for the plenary discussions:

• What are your expectations?

• When you consider your working conditions, does this impact your motivation to
participate in the training workshop in any way?
• When you consider changing your disciplinary strategies or improving your relation to
students, what challenges and limitations come into your mind?

Goals of the plenary discussion:

• Reflection and discussion about participants’ expectations.

• Discussion about opportunities within the limitations of the current conditions at
school: Despite poor working conditions (e.g., large classes, low payment etc.), we
can still improve our work for the sake of the students and our own satisfaction.
• The session should make clear from the beginning that the training program cannot
change the working conditions but that the workshop may help teachers to change
their behavior within the system. All information they share about poor working
conditions may help to change working conditions in the future. However, the training
workshop is designed to support teachers to reconsider their interactions and discipline
strategies within the given system and to improve their relationship with their students.
Changing a system takes very long time and needs awareness of the decision makers.
It cannot be covered in this workshop.

3

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 3

Facilitator Instructions

Child development
Instructions for the facilitator
Aim:
Refresh and refine the knowledge about child development. The participants should learn
about the developmental steps of children in the following areas: physical and motor, sensual
perception, cognitive and concentration as well as emotional and social development. They
should learn that students sometimes cannot follow the instructions or tasks because they still
lack certain abilities. They should learn which abilities are essential for academic success.

They should become aware of their impact as a role model. As social beings children want to
belong to a group and to contribute to this group. They urge to have a place in a group in
which they are accepted and liked. Sometimes children use misbehavior to reach this aim.
Participants should become familiar with different behavioral patterns. Finally, it is important
to keep in mind that teachers should not take the actions of children too personally, as they are
often determined by the child’s developmental stage.

Time frame:

The lesson including the questions and answers should take around 1 hour. After the input
presentation, there is time (30 minutes) to ask questions and to share experiences. You can
remind participants that the implications for the daily interactions with students will be
discussed and practiced in more detail during the workshop. In this session, we give a first
idea and an overview.

Involving participants:
The input presentation stops when a participant has a question. The facilitator should allow
questions but restrict discussions during the input.

Close the input with the summary on the last slide. Ask for questions or remarks.

In the end of the session, all participants receive the handout.

Discussion:

You could use the following questions to guide the discussion:

• How do you experience different developmental stages in the children?

• How do you address these as a teacher?
• When is a child ready for school? Why are the presented abilities essential for
academic success?
• Do you have examples for the four goals of misbehavior?

1
 Steps of a child‘s development
The way from birth to adulthood

20 years of
BABY ADULT
DEVELOPMENT

physical cognitive emotional

social sensory perception
1
 Physical Development
• The body changes a lot.
While the child grows,
it changes in height, weight, statue and strength.

• The first big bodily change happens when the child

learns to walk and stretches its body.

• The second big change happens in puberty

when many bodily features change.

2
 Motor Development
• Children are born with an innate urge to move and
practice their movements.
• This urge helps them to learn all the basic steps from
holding their own head as a newborn to crawling and
finally walking.
• Continuous practice of movements.

Ø Perfection of fine motor skills like throwing a ball and

finally holding a pen and writing.

3
 Sensory Development
• The perspective of a child is different from that of an adult
because it is smaller. Between 10 and 12 the sight is fully
matured.
• With 5 to 6 years the hearing is matured. Children still have
problems to allocate noises and are easily distracted.

• Children are easily distracted by what they see and forget

about their tasks. Continuous supervision is needed,
especially for the younger ones.

Ø What children see is always stronger than what they hear!

Ø Children are more easily distracted during lessons.
4
 Cognitive Development
• With 5 years the reaction time is twice as long as that of
adults.
• With 8 to 10 years children can concentrate for a certain
time, e.g. the length of the way to school.
• With 14 to 15 years the reaction time is the same as of
adults. They can now concentrate on 2 things at the
same time.

Ø Children need more time to react, can concentrate for a

shorter period and more easily distracted.
5
 Cognitive Development
• Until the age of 6 years, children think and act self-
centered. They are driven by their current feelings
and think magically.
• With 7 years the thinking starts to become more
logical. With 12 years the thinking starts to resemble
adult thinking.
Ø They start to act more planned and purposefully.
Ø They can wait a little longer before they receive a
promised reward. Short delay of rewards is possible.

6
 Emotional Development
• A baby needs help to handle unpleasant feelings and
to calm down
• Children
– learn how to name emotions.
– learn how to deal with them in a socially accepted
way with the help of caregivers.
– develop strategies to handle emotions on his/ her
own.
Ø From external emotion regulation (through the help
of caregivers) to self-regulation!

7
 When is a child ready for school?
Which abilities are essential for academic success?

Ø Fine motor skills

Ø Concentration
Ø Emotion regulation, tolerance of frustration
Ø Self-confidence, confidence in own abilities
Ø Dealing with the delay of rewards
Ø Social skills

8
 Social Development
A child takes several steps to the world:

• With 6 months it starts to explore.With 1-3 years it

learns to walk and starts to develop a self-concept.
The family is the focus of social experiences.
• With the beginning of school, social experiences
outside of the family become more important.
• During puberty the adolescent strives to be grown-
up and independent. The peer group is most
important.

9
 Social Development
• A child has an innate need for attachment to a caregiver. The
caregiver is the „safe place“.

• Children need care to survive, for nurture and for affection.

• During preschool and primary school years child learns more

about its own thoughts and feelings and it learns more about
the thoughts and feelings of others.

Ø They learn about their own identity and abilities in interaction

with others.
Ø Social learning needs interaction with peers and adults. Role
models are essential!

10
 Social Development
• As social beings children want to belong to a group
and to contribute to this group.
• Children are motivated to follow the rules of a group
if they feel like a member of the group.

Ø Children want to feel accepted and useful within the

group.

11
 Social Development
• All actions are purpose-driven, even though often we
are not aware of the underlying goals.

• The main underlying aim of a child is to belong to the

group and maintain his place in the group.

Ø This may happen through accepted behavior or

through misbehavior.

12
 The goals of misbehavior (Dreikurs 1968)
1. Get attention: “I can only be sure of my place in the group, if
I have your attention.”
Ø Children try to get attention through high performance,
pleasantness, being cheeky and restless or lazy and stubborn.

2. Power struggle: “I only feel self-assured, if you do what I

want.”
Ø From experiences of pressure and criticism, children may feel
insecure and learn to fight against it with provocation, power,
and rebellion.

13
 The goals of misbehavior (Dreikurs 1968)
3. Seek revenge: “I am the bad child. Everyone expects that I
hurt and reject them, so that is what I do.”
Ø Children who experienced rejection and refusal too
frequently, do not believe anymore that they will be liked
and accepted. This child feels so hurt and seeks revenge.

4. Display of inferiority or inadequacy: “I am a failure and I will

not succeed, so there is no use in trying.”
Ø Children display inadequacy, if they feel so discouraged that
they lost any hope. They try to avoid any situation that is
potentially humiliating.

14
 The goals of misbehavior (Dreikurs 1968)
• A child can act according to more than one goal.
• To understand the underlying goal of a certain
behavior, ask yourself (and the child):
What is the purpose of the misbehavior? Could it
be...
– To get attention? To be noticed?
– To get their own way?
– To hurt others, because they feel hurt? To get even?
– To be left alone? To hide that they feel stupid?

15
 The goals of misbehavior (Dreikurs 1968)
• If a strategy does not work (anymore) and the child
still feels his position in question, the behavior
pattern will shift to a more intense one in order to
maintain his position in another way.
• Equally, behavior can be improved by teachers,
parents and caregivers with the help of educational
strategies.
Ø Encourage the child and reinforce the child’s feeling
of belonging to the group!
Ø Experiences in school can have a positive impact on
skills, knowledge and self-esteem! 16
Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 3

Facilitator instructions

Communication with students

Instructions for the facilitator

Aim:

This session aims to sensitize for features that influence the communication and its outcome.
The aim of the session is that participants experience themselves that communication skills
influence whether we feel understood and valued by our communication partner or not. If a
student feels understood and valued, he or she will have a better relationship to the teacher
and will be more eager to follow rules and fulfill tasks. It is also easier to find a common
agreement between the teacher and the student.
Time frame:
Explaining the handout: max. 20 minutes
Role-plays: 60 minutes
Conclusion in plenary: 10 minutes
Introduction to the topic:
Good communication is crucial to understand the problems of students and to guide them in a
supportive way. What is essential for good communication with students? What do you need
to keep in mind?
Tasks:

• Each person receives the Communication handout in the beginning of the session.
• The facilitator should go through the handout, explain, and shortly demonstrate the
different aspects of good communication that are mentioned in the handout (max. 20
minutes). Questions are allowed but the discussion should be kept to a minimum!
• Now a series of role-plays follows (approx. 60 Min), in which the different aspects of
good communication are demonstrated (for details see below). The facilitator plays a
teacher and chooses one participant to act as a student. In the first round of the role-
play, the particular communication skill is not used and in the second round, the
facilitator uses the particular communication skill. After the second round, the
participant will be asked how he or she felt in the second round and whether he or she
felt a difference between round 1 and round 2. After the role-play in the plenary, each
participant should practice a similar role-play together with a partner. Then the next
communication skill will be demonstrated first in a role-play in the plenary (with
another participant!) and then again practiced in the partner exercise.
• Finally, in a short concluding round (10 minutes) each participant should share in one
sentence what he or she has personally learned in this session.

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 3

Facilitator instructions

Role-plays:
1. Body language:
a. The facilitator acts as a teacher and one participant acts as a student. The
participant should think of a specific student and act like this student.
b. A typical situation should be chosen: e.g. the silent work in the classroom. The
facilitator and the participant agree on the script of the situation, e.g. the
student is very noisy and does not listen to the teacher.
c. First round: The teacher tells the student to stop making noise, without
looking at the student and with no change in body language.
d. Second round: The teacher tells the student to stop making noise, and seeks
direct eye contact. The teacher uses his or her body to put his full attention to
the student (moving the upper part of the body to the direction of the student,
upright sitting position, etc.).

2. Reflective listening:
a. The facilitator acts to as a teacher and one participant acts as student. The
participant should think of a specific student and act like this student.
b. A typical situation should be chosen: e.g. a student is coming back from break
in tears and the teacher would like to know what is wrong. The facilitator and
the participant agree on the script of the situation, e.g. the student is crying as it
has been in a conflict with other students and feels treated unfair and excluded.
c. First round: The teacher asks the student what is wrong and expresses
empathy.
d. Second round: The teacher asks the student what is wrong and summarizes
and repeats the message and asks the student whether he/she has understood
what happened correctly. When the student signals, that the teacher understood
the situation fully and correctly, the teacher expresses his/her empathy.

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 3

Facilitator instructions

3. Active listening:
a. The facilitator acts as a teacher and one participant acts to as a student. The
participant should think of a specific student and act like this student.
b. A typical situation should be chosen: e.g. a student is coming back from break
in tears and the teacher would like to know what is wrong. The facilitator and
the participant agree on the script of the situation, e.g. the student is crying as it
has been in a conflict with other students and feels treated unfair and excluded.
c. First round: The teacher asks the student what is wrong and expresses
empathy.
d. Second round: The teacher asks the student what is wrong and gives the
student his/her complete attention and shows his/her interest by nodding and
using small responses like (e.g., “Yes…I see, Oh, Ah). Through these small
responses, the teacher encourages the student to keep talking. When the
student signals that he or she has shared everything that he or wanted to share,
the teacher expresses his/her empathy.

4. „I“ messages:
a. The facilitator acts as a teacher and one participant acts as a student. The
participant should think of a specific student and act like this student.
b. A typical situation should be chosen: e.g. the silent work in the classroom. The
facilitator and the participant agree on the script of the situation, e.g. the
student is very noisy and does not listen to the teacher.
c. First round: The teacher tells the student to stop making noise and tells the
student: Why are making so much noise again. You never listen to me. You are
such a noisy child!
d. Second round: The teacher tells the student to stop making noise and uses I-
messages to describe how he or she perceives the behavior of the student: I can
see that you would like to get my attention but it bothers me when there is so
much noise during silent work. It makes work difficult for everybody. I can
come to you if you raise your hand silently.

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 4

Small Groups

Teachers as role models
Facilitator instructions:

Aims:

This session emphasizes that teachers are important role models for students (besides their
adult family members). Teachers spend a lot of time with students and students learn from
them, not only what they teach, but more how they act and interact with others. So,
participants should be consistent with words and actions and use this knowledge in the
teaching and guiding of students. Teachers should do what they say, say what they mean,
and mean what they say: Keep actions and words as consistent and positive as possible. If
you make a mistake, show the student that you are able to apologize and to learn from
mistakes.

The session begins with a small group discussion followed by discussion in the plenary. The
small groups shall discuss which roles teachers play in the life of students.

Time frame:

Introduction and formation of small groups: 10 minutes

Small group discussions: 30 minutes
Presentation and discussion in the plenary: 40 minutes
Take home message and concluding words: 10 minutes

Guiding questions:

• Which role do teachers play in the life of students?

• How do teachers influence the development of students?
• Can teachers be role models for students?
• Which role did your teachers play in your life when you were a student?

Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 1

Discussion

Parenting and discipline – The situation in [enter specific country]

Facilitator instructions:
Aim:
When we reflect on teaching skills and address changes in attitudes and behavior regarding
harsh discipline, it is important to consider cultural and societal influences. In this session the
aim is to discuss and question commonly used disciplinary measures in the home country of
the participants.
The session should be a discussion about commonly used discipline strategies mixed with
information about legal regulations in schools and at home.

Time frame:
90 minutes for input and discussion.

Guiding questions:
We would like to discuss with you about common discipline strategies in [enter specific
country].
• What are common discipline strategies in [enter specific country]?
• How do parents and teachers make children do what they are supposed to do in
families and in schools respectively?
• What are common (daily used) discipline strategies in homes and schools?
• How do parents and teachers punish children’s misbehavior?
• What does the law in [enter specific country] say about parenting and discipline?
• What does the law in [enter specific country] say about corporal/physical punishment
at home and at school?
• Are there other guidelines people follow concerning parenting and discipline?
• How do parents and teachers learn about different parenting or discipline strategies?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 2

Facilitator Instructions

Consequences of harsh discipline

Information for the facilitator on theoretical input:

Harsh discipline can be defined as the use of any physical or psychological force with the
intention of causing physical or emotional pain for the purpose of correction or control of the
child’s behavior. As physical and psychological discipline may harm the child and poses a
continuous threat or stressor to the child, harsh discipline is commonly defined as physical or
emotional abuse.
Following the previous session about common discipline strategies in Tanzania, in this
session the participants should be guided to consider the often detrimental consequences of
violent discipline – mainly as results of physical/corporal punishment and emotional abuse.

Harsh discipline includes different types of discipline that all have in common that they harm
the child or at least have the potential to harm the child. The instructor should now present the
various consequences of harsh discipline. Harm can be visible in form of physical injuries but
sometimes the scars are also invisible, for example psychological harm such as lowered self-
esteem. Especially emotional abuse leaves psychological scars that may be long-lasting and
affect the child not only in adolescence but also later in life. Yet, these consequences will only
be seen some years later.
Over the last decades research from all over the world has shown that harsh discipline in form
of physical and emotional punishment has various negative consequences. These
consequences have been shown in hundreds of studies all over the world, both in western and
African countries. There is also a good evidence base of studies that have been conducted in
Tanzania about the potential negative consequences of physical punishment and emotional
abuse.
Though physical punishment and emotional abuse increase the risk for various problems, it
does not necessarily lead to problems in each child. There may be examples of children that
were not or not obviously harmed. In sum, however, children and adolescents who
experienced more physical punishment and/or emotional abuse do worse than children who
did not experience or experienced less physical punishment or emotional abuse! The question
is: Do we want to run the risk that maybe not all but some children develop behavioral,
emotional and/or cognitive problems because of our way of disciplining them?

Cycle of violence: The way we have been treated in childhood (e.g., by our parents and
teachers), the same way we most likely treat our own children (despite the fact that in
adolescence we may have sworn that we will treat our children differently!). The cycle of
violence may also be related to some experiences that the participants will share during the
self-reflection sessions.
As the child learns to solve conflicts with violence, a cycle of violence may develop. Children
and adolescents who experienced more violence by their parents or teachers are also more
likely to act aggressively towards peers but also towards teachers and parents.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 2

Facilitator Instructions

Aim:
The aim of the theoretical input is to give examples of harsh discipline that may be harmful to
students. Furthermore, the input should provide the participants with an overview over
potential negative consequences of physical punishment and emotional abuse. The focus of
the session will be on various emotional, behavioral and cognitive consequences of physical
punishment and emotional abuse.

Time frame:
Approximately 45 minutes plus 20 minutes for questions and discussions.

2
 Harsh discipline
• Harsh discipline can be defined as the use of any
physical or psychological force with the intention
of causing physical or emotional pain for the
purpose of correction or control of the student’s
behavior.
Ø As physical and psychological discipline may harm
the student and poses a continuous threat or
stressor to the student, harsh discipline is
commonly defined as physical or emotional
abuse.

1
 Examples of harsh discipline

Harsh discipline

Physical Emotional
punishment punishment

spanking slapping caning insulting humiliating

2
 How do children feel when they are punished?
Childrens’ feelings:
A 6-year-old girl:
“When my mother yells at me, I feel very lonely and often think that nobody loves
me and that I do everything wrong.“
A 12-year-old boy:
“Beating hurts and then I get angry and sometimes start teasing my younger
brother.“
A 10-year-old girl:
“I feel loved by my parents, but not when they beat me.“
A 7-year-old boy:
“When I hear my father coming home, I startle and get afraid. I never know when
he gets angry. When he gets angry, he beats my mum and sometimes also me.“

Ø Children perceive harsh punishment often as unfair and

humiliating. As a consequence they either feel sad and worthless,
or angry and full of revenge. 3
 Consequences of harsh discipline

• Harsh discipline includes different types of discipline

that all have in common that they harm the students
or have the potential to harm the student.
• Harm can be visible in form of physical injuries but
sometimes the scars are also invisible, for example
psychological harm such as lowered self-esteem.

4
 Consequences of physical punishment

Physical
punishment

emotional behavioral cognitive

Emotional consequences: Behavioral consequences: Cognitive consequences:

• More aggressive behavior
• More mental health in childhood • Lower school
problems • More aggressive behavior in achievement
– Depressive Symptoms adolescence & adulthood
• More antisocial & • Lower working memory
– Internalizing problems delinquent behavior in capacity
• Lower self-esteem childhood
• More antisocial behavior &
• Lower attention
• Less secure attachment to delinquent in adolescence & capacity
caregiver adulthood
• Lower concentration at
• Lower quality of caregiver- • Less prosocial behavior
child relationship school
5
 Consequences of emotional punishment

Emotional
punishment

emotional behavioral cognitive

Emotional consequences: Behavioral consequences: Cognitive consequences:

• Impaired self-image and self- • More aggressive and • Learning difficulties
esteem oppositional behavior • Concentration
• Difficulties to make friends and • More likely to show symptoms of problems
relate with others hyperactivity
• Social withdrawal • More bedwetting
• Depressive symptoms
• Suicidal thoughts

6
 Harmful punishment teaches a student ...

• ... fear but not respect!

• ... what not to do, but not what to do!
• ... immediate compliance, but no moral
internalization!
• ... to solve conflicts with violence!

7
 The cycle of violence

As the student learns to solve

Emotional
conflicts with violence, a cycle
discipline of violence may develop.
Children and adolescents who
experienced more violence by
Exposure to
Use of harsh their parents and teachers are
harsh
disciplne
harsh also more likely to act
discipline
aggressively towards peers but
also towards teachers and
parents.
Physical
discipline

8
 The power struggle in schools
• The use of pressure and (physical) power lead to a power
struggle with students.
• Applying more power, force, and humiliation leads to
more resentment, rebellion and revenge.
• Teaching and learning steps into the background and
school days are at risk to become a constant struggle for
power between teachers and students.
• At worst, the students may win the struggle by total
refusal to learn and constant absence from school.
Ø Highly dissatisfying and stressful for both, students and
teachers!

9
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 3&4

Facilitator Instructions

Self - reflection
Instruction to the facilitators:

The self-reflection session should start with 15-20 minutes in which the participants think
individually about the guiding questions. The participants should be encouraged to take notes.
In the second step (may take up to 2 hours, take a break if needed), participants should be
invited to share their thoughts with others. Before inviting the participants to share their
experiences and thoughts, participants should be reminded and agree that everything that is
shared and discussed in the workshop should not be shared with anybody outside the
workshop. Participants should be encouraged but not forced to share their experiences.

After all participants who wished to share their experiences, the trainers may discuss or
highlight the following points (30 minutes):

• Reflecting on own experiences of harsh punishment reminds us how painful and often
unfair students may perceive harsh punishment.
• Reflecting on own experiences of harsh punishment reminds us that fear and feelings
of being treated unfair may change into anger and feelings of revenge.
• Reflecting on own experiences of harsh punishment reminds us that we educate our
students very much as our parents and teachers have educated us.
• Reflecting on own experiences of harsh punishment reminds us that it easily happens
that harsh discipline is applied in highly emotional situations. In these situations we
tend to punish more and more severely. However, we are too proud to admit this.
• Reflecting on own experiences of harsh punishment reminds us that some of us
achieved quite something in life but this was possible despite harsh punishment (not
because of harsh punishment). As teachers we are important role models. Some
students – not all – will suffer from negative consequences, do we really want to run
the risk that some of our students develop psychological problems, perform poorly at
school and do not reach their full potential because of our behavior?

Aims:

The goal of this double session is to raise awareness of students’ fear and feelings of revenge
when treated unfair or punished harshly. Furthermore, this sessions aims to highlight that
teachers often unconsciously use the same discipline strategies as their own parents and
teachers – particularly in highly emotional situation. This session shall lay the foundation that
the participants start to reconsider their usual way of reacting to students’ misbehavior.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Facilitator Instructions

Instructions to the participants:

Dear participant,

Take now 15 minutes and think about the guiding questions. It will be helpful if you could
find a quiet place and think about the questions on your own.

Guiding Questions:

1. Go back to your childhood, think of your mistakes and the punishment you were given by
your parents and at school by your teachers.
a. Mention types of your mistakes and the punishment you were given.
b. How did you feel after being punished?
c. Are there types of punishment of your parents and teachers that you have
experienced and that you are now using to discipline children? Do you consider
them as effective and helpful?

2. Which punishment do you remember most in your life? What did you do and what was
the punishment?
a. At school
b. At home

3. How do you feel when you beat a child to discipline him/ her?

4. How do you feel when you know/ see another person is beating your child?

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Common beliefs about corporal punishment

Instructions for the facilitator

Aim:
The aim of this session is to help the participants to start questioning their attitudes and beliefs
concerning corporal punishment. The session starts with a brief introduction and the
formation of small groups. Followed by a small group discussion in which each small group
discusses one common myth of corporal punishment. Guiding questions for each small group
are provided. The major points of discussion should be presented by each small group
followed by a short discussion guided by the facilitators.

Time frame:
Introduction and formation of small groups: 10 minutes
Small group discussions: 30 minutes
Presentation and discussion in the plenary: 45 minutes

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Beliefs about corporal punishment – Small Groups

Group 1
There are several beliefs which people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Corporal punishment teaches respect.”

Questions:

§ What is respect?
§ Whom do you respect and why?
§ Is corporal punishment related to respect? In which way?
§ What components could be important to be respected by the children?

à Is it true that corporal punishment teaches respect?

Notes for the facilitator:

Definition of respect: a feeling or understanding that someone or something is important,

serious, etc., and should be treated in an appropriate way; a feeling of admiring someone or
something that is good, valuable, important, etc.

Aim:
Respect has nothing to do with corporal punishment. Punishment teaches the child to fear the
teacher, not to respect him. Encouragement, winning cooperation and guidance are important
to gain respect.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Group 2
There are several beliefs which people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards.

“Some children only understand corporal punishment.”

If children are accustomed to corporal punishment they won’t understand other educating
methods. Especially for difficult children corporal punishment is the only effective method.

Questions:

• What is meant by understanding the punishment? How do you know a child

understood the punishment?
• Do some children not understand other educating methods than corporal punishment?
• Do children learn the desired behavior from corporal punishment?
• Is corporal punishment related to the children’s understanding of misbehaving/ a
change in the children’s behavior?
• What benefits could it have to implement alternative methods to discipline?

à Is it true that some children only understand corporal punishment?

Notes for the facilitator:

Aim:

Some children are accustomed to corporal punishment and might be surprised if a teacher acts
differently, but there is no reason why other discipline approaches shouldn’t work or even be
better long-term. When using corporal punishment the child only learns that it misbehaved
and might have feelings of resentment. With alternative methods of disciplining the child
learns to stop misbehavior but he/she also learns action alternatives. For children who mainly
know corporal punishment as method of discipline it is even more necessary to experience
positive methods of discipline. With children who are already caught in a power struggle or
show revengeful behavior, more pressure and power won’t help, but intensify the problem.

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Group 3
There are several beliefs which people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Corporal punishment builds the character.”

Corporal punishment is necessary for the moral development and the development of the
conscience. It teaches the children to be responsible for their behavior.

Questions:
• What is moral development/ development of the conscience?
• What is necessary for a moral development?
• Is corporal punishment related to character building?
• Do children who grew up without corporal punishment have lower moral beliefs?
• What aspects could help the child in developing a good moral concept?

à Is it true that corporal punishment builds the character?

Notes for the facilitator:

Moral development: Understanding of what is right and what is wrong. Learning how to
treat others, with respect to the well-being and the rights of the others. Beliefs, attitudes and
behavior show the moral understanding of a person.

Aim:

Corporal punishment doesn’t help to build the character. On the contrary, corporal
punishment leads to lower internalized moral beliefs, to a lower understanding of what is right
and what is wrong and to more aggression. It is harmful for the character of the child, not
helpful. The child learns that to behave a certain way, because the stronger adult wants it, not
because the child understood that it is the base of living together. The child did not internalize
the moral beliefs. If no one watches, there is no need to fulfill moral expectations. It is
important that the attachment figures exemplify moral concepts. Praise and warmth are related
to moral development, as well as sincerity, respect, dignity, kindness and firmness.

4
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Group 4

There are several beliefs which people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Children get uncontrollable without corporal punishment.”

Questions:
• Does corporal punishment help to control the children?
• How do corporal punishment and control over the children relate?
• What alternatives to corporal punishment exist to handle difficult children?
• Are the alternatives as good in controlling the children as corporal punishment?
• What would happen if there wouldn’t be any corporal punishment?

àIs it true that children get uncontrollable without corporal punishment?

Notes for the facilitator:

Aim:

Corporal punishment is used to control the children, but other methods do that even better.
Pressure can make children learn, but it takes much more effort and holds much risk for
destructive reactions than winning the child’s interest and participation. In orphanages/
schools where corporal punishment was abandoned the behavioral problems didn’t increase at
all. The alternative methods of disciplining are effective to control children.

5
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Facilitator Instructions

Group 5

There are several beliefs which people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards.

“Corporal punishment is time efficient.”

Questions:
• How long do you need to spank a child? How long do other methods of punishment
take compared to corporal punishment?
• How often do you need to punish a child?
• How effective is corporal punishment compared to alternative methods of punishing?
• Is corporal punishment time efficient on the long term?

àIs it true that corporal punishment is time efficient?

Notes for the facilitator:

Aim:

On the short term corporal punishment seems to be time efficient. At the beginning the use of
the new methods might take a little bit longer than it would take you to spank the child. When
you used the new methods of disciplining a few times it won’t take you longer than corporal
punishment. And there is a very important difference in the amount of time you spend in
corporal punishment or in alternative methods of disciplining in the long run. When you use
corporal punishment the child doesn’t learn a new behavior from it. The child might therefore
show the same behavior again and again. You do not address the underlying aims and the
behavior patterns stay the same. When using the other disciplining strategies, the child knows
he/she misbehaved but it also learns action alternatives. Studies showed that on the long term
corporal punishment took more time than other methods of disciplining.

6
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Facilitator Instructions

Effective discipline strategies

Information for the facilitator:

1) Discussion: We start our unit concerning effective discipline strategies with a discussion in
the plenary. In this discussion the facilitator should have an open and interested attitude
towards the participants. The facilitator should be cautious not to bring in his own opinion in
this discussion.

2) Input: In the second phase the facilitator gives a theoretical input about behavior
modification. The basic ideas of behavior modification by means of incentives and
consequences will be introduced, and examples for strategies to modify behavior will be
given and explained.

Time frame:

1) Discussion: approximately 15 minutes

2) Input: approximately 60 minutes plus 15 minutes for questions and discussions

Aim:

1) Discussion: Get into the topic “discipline strategies” and learn about the knowledge of the
participants. In subsequent sessions you can refer back to the knowledge discussed in this
plenary.

2) Input: The aim of the theoretical input is to provide the participants with the theoretical
background of behavior modifications. These theoretical considerations should be explained
with examples that fit to the participants working environment. Nevertheless, this input gives
only an overview and the following session will deepen the participants’ theoretical and
practical knowledge on specific strategies.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Facilitator Instructions

Discussion
Discussion guide:

Opening of the discussion:

We would like to discuss effective discipline strategies with you. You already have a lot of
experience in teaching and classroom-related work with students. We would like to discuss
based on your experiences, which strategies work well for you.

Guiding questions:
• Based on your experience what are good strategies to get students to follow your
instructions?
• Based on your experience what works best to stop students from fighting?
• Based on your experience how do you motivate a student to do his/her schoolwork?
• Based on your experience how do you calm down an angry student that shouts at or
beats other students?

Points to consider
The facilitator needs to keep in mind the following facts in this discussion and should
contribute a few questions related to these facts to give the participants the chance to slowly
begin reconsidering their behavior:
• Corporal punishment is very time consuming
o Example questions: How much time do you need to discipline all students
every day? Does the time that you need for disciplining affect your teaching?
• If a (large) class is against you, teaching becomes more difficult
o Example questions: If your students fear you or hate you, do you think that this
affects your relationship to your students or your quality of teaching?
• If students are involved and take over responsibilities, teachers can usually reduce
time needed for disciplinary measures and focus more on teaching
o Example questions: If you feel accepted and responsible for something, are
you more eager to participate and to perform well? Would this not be the same
for your student?
• Structural factors such as class size are often used as excuses not to reconsider own
behavior
o Example questions: Would you change the way how you discipline your
students if you would have only 30 students in class? How? Why?

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Facilitator Instructions

Input

1) Instruction
In the second part of this session, the facilitator gives theoretical input about behavior
modification. The input starts with questions that are not answered by the participants, but by
the content of the input session.
The theoretical base for behavior modification is learning theory. Desired behavior is
reinforced by adding a positive incentive or by removing a negative incentive. Misbehavior
can be modified by adding a negative incentive or by removing a positive incentive.
Examples for positive and negative reinforcement and positive and negative punishment will
be given and explained. Positive incentives are often small gestures: e.g. words of praise or
attention. In the normal environment of a school, there are a number of incentives that can be
used as positive or negative reinforcement.
Generally, good behavior should be reinforced. If desired behavior is reinforced, children will
show less misbehavior. It is crucial to keep in mind that children generally want to belong to a
group, they want to feel accepted, encouraged and contribute to the group. Consequently,
encouragement and attention are the most powerful tools to work well together with children.
Pressure can make children learn, but it takes much more effort and holds much risk for
destructive reactions than winning the child’s interest and participation.

2) Points to consider
Maintaining good behavior:
Often we tend to forget to reinforce good behavior. We tend to take it for granted.
• However, if we want children to maintain good behavior, we cannot reinforce good
behavior often enough.
• However, it is necessary that we mean what we say, when we praise a child, for
example.
We very much influence children‘s behavior through our own behavior. Children copy our
behaviors, e.g. if we use threat or force to get children to do what we want them to, we
shouldn‘t be surprised if children learn and use these strategies, too.
The teacher is the main actor in creating an atmosphere where students want to
participate and contribute:
– Attention is focused on good participation and contribution to the lesson.
– Teamwork and helping each other is reinforced by the teacher.
– The teacher encourages the students to actively take part in the lesson.
– As little attention as possible is given to misbehavior.

Changing misbehavior:
First, it is important to step away from feeling provoked by the child and quick reactions, but
to evaluate the child’s behavior for the underlying goals:
– In this evaluation the teacher should concentrate on the purpose of the child’s
behavior, less on the underlying reasons in past experiences.

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Facilitator Instructions

– The teacher can respond to the child’s behavior by reinforcing the feeling of
belonging and contribution to the group.
– Time and patience are needed to change the child’s attitude.
Ø The focus should always lie on reinforcement and encouragement.
Ø Whenever possible, attention removal and natural or logical consequences
should be used to modify behavior!
Ø We tend to talk too much. Silent actions are more powerful than
threatening, shouting or scolding.

• Examples of a natural consequence: If I loose my key, I cannot open the door at home.
If the child destroys his/her exercise book, he/she cannot take notes anymore and may
miss important information.
• Example of a logical consequence: If a child rides a bike in a busy street in a very
risky way, we could wait until he has an accident (natural consequence). As this
consequence is very dangerous and the child might get seriously hurt, one logical
consequence would be to confiscate the bike for the rest of the day.
If the students are too noisy in class, the teacher stops talking until the students are
concentrated again.

Attention to misbehavior will reinforce misbehavior: We should try to avoid putting all
our attention to misbehavior because children will learn: if they want to been seen or heard by
the teachers, they need to misbehave. In this way, we reinforce misbehavior and achieve the
opposite of what we aim to achieve.
Be aware that threatening the child with a certain consequence but not implementing the
consequence may also reinforce misbehavior: a negative incentive (expectation of a
consequence) is removed which reinforces the misbehavior unintentionally.

4
 Effective discipline strategies

• How can I train students without corporal

punishment?
• What are effective strategies?
Ø Today, we want to present different answers to these
questions.
Ø There is a great variety of strategies to discuss and
try.

1
 Behavior modification with incentives
The theoretical base for behavior modification is learning theory:
• Desired behavior is reinforced by adding positive incentives or by
removing negative tasks.
Ø Positive incentives are often small gestures: e.g. words of praise or
attention.
• Misbehavior can be modified by adding negative consequences or by
removing positive incentives.
Ø Generally, focus on reinforcing good behavior. If desired behavior is
reinforced and children feel accepted, they will show less misbehavior.
Ø In the normal environment of the classroom, there are a number of
incentives that can be used as positive or negative reinforcement.

2
 Child‘s
behavior

Reinforce good Modify

behavior misbehavior

I II I II
Adding a positive Removing a negative Adding a negative Removing a positive
incentive incentive incentive incentive
• Positive words • Reducing tasks • Additional tasks • Loosing a privilege
• Eye contact (e.g. cleaning – Exercises in – Participating
• Attention blackboard) maths, in group
• Demonstrations of • No homework writing… activities
affection (hugs,
back-patting) – Cleaning the – Break time
• Privileges blackboard • Active ignoring of
• Points or tokens misbehavior (no
• Materials attention)
• Activities
3
 Reinforce „good behavior“
Often we tend to forget to reinforce good behavior. We tend to
take it for granted.
• However, if we want students to maintain good behavior, we
cannot reinforce good behavior often enough.
• It is crucial that we mean what we say, when we praise a
student.
• Students want to feel accepted and to contribute in a
meaningful way.

Ø We very much influence students‘ behavior through our own

behavior. Students copy our behavior, e.g. if we use threat or
force to get students to do what we want them to, we
shouldn‘t be surprised if students learn and use these
strategies, too.
4
 Reinforce „good behavior“
• The teacher is the main actor in creating an
atmosphere where students want to participate and
contribute:
– Attention is focused on good participation and
contribution to the lesson.
– Teamwork and helping each other is reinforced by the
teacher.
– The teacher encourages the students to actively contribute
to the lesson.
– As little attention as possible is given to misbehavior.

5
 Reinforcing „good behavior“

① Positive reinforcing
– Acknowledge „good behavior“ as quickly and as often as possible.
– Give the students specific feedback about specific behavior: “I liked
the way how you have helped other students in class.“

② Demonstrating „good behavior“

– Teachers are role models
– Actions are more powerful than words
– Do what you say, say what you mean and mean what you say!
– Keep your actions as consistent and positive as possible
– Show that you are able to learn from mistakes
– Be kind and firm

6
 Changing „misbehavior“
• It is important to step away from feeling provoked by the
child and from quick reactions.
• Evaluate the child’s behavior for the underlying goals.
• In this evaluation the teacher should concentrate on the
purpose of the child’s behavior, less on the underlying
reasons in past experiences.
• The teacher can respond to the child’s behavior by
reinforcing the feeling of belonging and contribution to
the group.
• Time and patience are needed to change the child’s
attitude.

7
 Changing „misbehavior“
① Active ignoring
– Briefly removing all attention, when student shows misbehavior.
– Provide the student with action alternatives and acknowledge every step of behavioral
change.
② Natural consequences
– As a result of the student‘s own action, certain consequences or reactions naturally
happen. The natural sequence of events without the teacher’s interference.
③ Logical consequences
– In certain situations natural consequences may be too dangerous or not applicable.
– Instead, the consequences of the student’s misbehavior are structured by the teacher,
but experienced by the student as logical in nature.
– Logical consequences are logically related to the misbehavior.

④ Additional tasks/privilege removal

– A penalty should be used only with caution and consideration.
– The penalty should be calmly discussed, should not be influenced by current emotions.
– Rules and expectations should be clear and laid out in advance and not presented as a
surprise, a threat or a punishment.
– Can be discussed in the group discussion of the class and according to the class rules.

8
 Changing „misbehavior“
• Prepare well with class rules and discuss misbehavior with the
students beforehand.
• Be firm, but fair.
• Be consistent.
• If you are angry, take a moment to calm down. Your anger is not a
good guide.
• Distinguish between the action and the child. You are accepting the
child, but not the action.
• Children in rage cannot listen. Wait until it is over.
• Don’t get into a power struggle. Refuse to enter the fight. Admit
that you cannot force the child, try to find an agreement together,
guide their power in useful actions.
Ø Silent actions are more powerful than threatening, shouting or
scolding.

9
 Changing „misbehavior“
Ø The focus should always lie on reinforcement and
encouragement.
Ø Instead of forcing students, we can encourage and
guide them.
Ø Whenever possible, attention and natural or logical
consequences should be used to modify behavior!

10
 Changing „misbehavior“
• If the child seeks attention: ignore attention-seeking
behavior and give attention at other times, encourage
useful contributions to the class and lessons.
• If the child seeks power: do not use logical consequences
or penalties, avoid power struggles, ask for the child’s
aid, make agreements.
• If the child seeks revenge: use natural consequences,
persuade the child that they are liked, involve the class in
encouragement.
• If the child displays inadequacy: encourage and do not
give up, acknowledge every attempt.

11
 Dos & Don‘ts
Dos:
• The consequences of misbehavior should be defined
before the misbehavior occurs.
• The consequence should be related to the misbehavior.
• The same misbehavior should have the same
consequence (consistent).
• The negative consequence should follow immediately
(contingent).
Don’ts:
• If a students misbehaves, we tend to get angry or
disappointed. The stronger our emotions are, the more
we punish the student.
• We tend to talk too much. The message gets lost in the
preaching, criticizing, scolding and explaining.
12
 The role of attention

Attention to misbehavior will reinforce misbehavior:

• Try to avoid to put your attention to misbehavior.
• Students will learn, if they want to be seen or heard by
the teacher, they need to misbehave.
• We reinforce misbehavior.
• We achieve the opposite of what we aim to achieve.
Ø Focus on reinforcement and encouragement!

13
 Consequences of behavior
Should be…
• age-appropriate
• not determined by teacher‘s current emotions
• related to the misbehavior
• consistent (same consequences for same behavior)
• contingent (closely after behavior)

The importance of attention

• Students are always looking for teacher‘s attention.
• Negative attention is better than no attention.

è Attention reinforces the students‘ behavior

+ Use attention to reinforce good behavior
- Try not to pay too much attention on misbehavior
14
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 3

Role play & Discussion

Instructions & expectations

Facilitator instructions:

Aim:

Sensitize for the importance of setting expectations in a realistic and supportive way for the
success of an interaction.

Time frame:

3 Role-plays: 15 minutes
Discussion: 15 minutes
Reading handout: 15 minutes
Discussion of handout: 15 minutes
Finding examples: 15 minutes

Task:
Role play of two people (two assistants or facilitators) in front of the plenary. They play all 3
scenes.
The participants should discuss: Which way worked best? Why?
The facilitator guides the discussion. The discussion should take 15 minutes.

After the discussion all participants should read the Instructions & expectations handout.
Discuss the handout and find examples for good and bad instructions from everyday work.

Role play in front of the plenary:

Situation: Teacher wants the student to sit on his/her chair.

Scene 1: Teacher shouts the instruction facing the blackboard with a harsh voice.
Scene 2: Teacher begs student to sit down and starts a discussion with the student.
Scene 3: Teacher puts the attention to the student, looks at the student and gives a calm
and friendly instruction: “I want you to sit down, now.” Teacher stays focused on the
student until he sits down. Teacher says: “ Thank you” and continues with the lesson.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Facilitator Instructions

Reinforcement
Aim:

Make the participants aware of the power of reinforcement, especially of reinforcement that
does not cost anything (opposed to other reinforcements like small presents, etc.). The power
of encouragement, attention, participation and responsibility is often overseen, but especially
with students these are crucial points. If a teacher neglects them, it might be the reason why
he/she has problems with certain students (e.g. some are always praised, others are always
yelled at or beaten, and the latter never improve and are aggressive towards the teacher).

Time frame:

Input 40 minutes
Small groups practice 25 minutes
Presentation and discussion of small groups 25 minutes

Input:

Use the prepared input and write it on a blackboard or flipchart while presenting and
explaining it.

Additions to the content of the slides that the facilitator can use in the presentation:

Reinforcement: A good relationship between teacher and students is based on sincerity,

respect, dignity, kindness, humor and firmness. The child will be motivated to learn if he can
participate actively with responsibility and if the teacher can elicit interest for the subject in
the students. Pressure can make children learn, but it takes much more effort and holds much
risk for destructive reactions than winning the child’s interest and participation.
à “democratic classroom, based on mutual respect” (Dreikurs, 1968, p.8)

Encouragement: “A misbehaving or deficient child is mainly a discouraged child” (Dreikurs,

1968, p. 39).

Children show misbehavior because they are discouraged through humiliation, criticism,
punishment or overprotection. The child looses the confidence in his own abilities. Criticism,
correction and pointing out mistakes may be done with good intentions to help the child, but it
leads to even more discouragement. The child experiences that it is faulty and deficient.

The child needs the feeling that the teacher sees the child as a valuable person independently
of his performance. With this encouragement the child can show its full potential.

Most time teachers do not work one-to-one with a student, but with the whole class. Thus, the
classroom atmosphere is essential to motivate or hinder learning. Teachers need to work with
the class not against it. Good communication, common objectives and common values are
parts of a good class atmosphere. The teacher can create a team spirit and share the

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Facilitator Instructions

responsibility for learning with the children. It is crucial to unite the class for a common goal
or interest. A cooperative atmosphere is more helpful than competitive one. It fosters values
that children need to learn and unfold themselves, like communication of ideas, coordination
of effort, friendliness and the motivation to contribute.

How to give specific and positive feedback:

• Avoid comments on the person, focus on the action.
• Use a warm and optimistic voice.
• Give feedback on specific behavior: e.g.,
– I appreciate/like that you did...
– It is good to see...
– I enjoyed that you...
– It was a great help that you...
– I noticed that you improved in...
– I am sure you can do ... . If you need help, you can come to me.

Attention: Automatically, we tend to focus on bad behavior, because this is where we want
change. Students who behave well often do not get so much attention as loud and disruptive
students. Acknowledge good behavior more than you comment on bad behavior of the same
child.

Responsibility: Group discussions are an important part of the democratic classroom. In

group discussions all children take part, express their opinions, learn to listen to each other,
and share the responsibility to find solutions with the teacher. Children have great abilities,
intelligence and capacity for responsibility.

Group discussions following R. Dreikurs:

• A weekly class discussion of around 30 minutes.
• First the teacher is the chairperson, later also students take turns.
• Discuss: good things, possible improvements, personal issues, tasks & responsibilities,
activities & plans, class rules & consequences of violations
• Concentrate on constructive comments and problem solving.
• Keep a respectful & accepting atmosphere.
• Seek consensus in discussions.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Facilitator Instructions

Small group instructions for the facilitator

Aim:

Small group discussion with the aim of finding examples from their work for using
reinforcement like encouragement, attention, responsibility and participation in school.
Transfer the abstract concepts of reinforcement into daily work examples. Participants should
later be able to apply these concepts in their daily work routine. They should think about
things that may be crucial for success, like being consistent, catch a student doing something
good, see mistakes as chances not as failures, give specific positive feedback, focus on
improvement etc.

Introduction to the topic:

Students are more motivated to help and to fulfill their daily tasks if they are encouraged, feel
responsible and can actively participate or take over parts in a lesson. However, sometimes it
is difficult to realize this in every-day work. Please find precise examples how you can use
encouragement, attention, responsibility, and participation with your students. What could be
crucial to make these strategies successful?

After the discussion in the small groups, the groups present one of their examples. Collect
results at the blackboard, add points if necessary.

Task:

Form 5 small groups.

3
 Reinforcement
• Reinforce good behavior
• Enhance motivation and commitment
• Support cooperation

• Reinforce through
– Encouragement
– Attention
– Responsibility
– Participation

1
 Reinforcement
• The child will be motivated to learn if he can
participate actively with responsibility and if the
teacher can elicit interest for the subject in the
students.
• Pressure can make children learn, but it takes
much more effort and holds much risk for
misbehavior than guiding, motivating, and
encouraging.

2
 Encouragement
“A misbehaving or deficient child is mainly a
discouraged child” (Dreikurs, 1968, p. 39)
• The child looses the confidence in his/her own
abilities.
• Criticism, correction, and pointing out mistakes
may be done with good intentions, but lead to
even more discouragement.
• The child needs the feeling that the teacher sees
him/her as a valuable person independently of
the performance and has faith in his/her abilities.
3
 Encouragement
• Concentrate on the positive and the strengths of the
students.
• Mistakes are chances, not failures.
• Avoid criticism.
• Focus on improvement instead of performance.
• Have faith in the students‘ abilities.
• Be optimistic.
• Acknowledge improvement.
• Catch the students doing something good; give positive
feedback.
Ø „He [the student] becomes what he is encouraged to
become“ (Dreikurs, Cassel, Ferguson, 2004, p. 36)

4
 How to give positive and specific
feedback
• Avoid comments on the person, focus on the
action.
• Use a warm and optimistic voice.
• Give feedback on specific behavior: e.g.,
– I appreciate/like that you did...
– It is good to see...
– I enjoyed that you...
– It was a great help that you...
– I noticed that you improved in...
– I am sure you can do ... . If you need help, you can
come to me.

5
 Encouragement
The classroom atmosphere is essential to motivate or hinder
learning.
• Teachers need to work with the class not against it.
• Good communication, common objectives and common
values are parts of a good class atmosphere.
• Create a team spirit and share the responsibility for
learning with the children.
• Unite the class for a common goal or interest.
• A cooperative atmosphere is more helpful than competitive
one: It fosters values that children need to learn and unfold
themselves, like communication of ideas, coordination of
effort, friendliness and the motivation to contribute.

6
 Attention
• Power of attention is often overseen
• Attention always reinforces behavior
• Negative attention is better than no attention

+ Use attention to reinforce good behavior.

- Try not to pay too much attention to misbehavior.
+ Acknowledge good behavior more than you
comment on bad behavior (of one student!)

7
 Responsibility
• We care more about the outcome of a task if
we feel responsible.
ØStudents can take responsibility for tasks in
the classroom.
ØIf they feel responsible for the outcome of a
lesson, they will participate and learn.
ØBeing responsible is learned through taking
responsibility.

8
 Participation
• We care more about tasks if we feel that our
actions matter.
Ø Students can prepare certain parts of the lessons
that are of interest for them.
Ø If they can participate actively and take over
responsibility, they are more motivated.
Ø In group discussions all children take part,
express their opinions, learn to listen to each
other, and share the responsibility to find
solutions with the teacher.
9
 Group discussions (following Dreikurs)
• A weekly class discussion of around 30 minutes.
• First teacher is the chairperson, later also
students take turns.
• Discuss: good things, possible improvements,
personal issues, tasks & responsibilities, activities
& plans, class rules & consequences of violations
• Concentrate on constructive comments and
problem solving.
• Keep a respectful & accepting atmosphere.
• Seek consensus in discussions.

10
 Examples for discussion rules
(following Dreikurs, Cassel, & Fergson, 2004)

• Raise your hand.

• One person speaks at a time. Others listen.
• Act responsible.
• Show mutual respect.
• Be positive.
• State your opinion clearly.
• Think together.
• Solve problems with cooperation.

11
 Same same
• Be careful to give each student several
chances to participate and take over
responsibilities.
• Be careful also to praise the disruptive
students when they do something well or
improve a little bit.

12
 Work together!
• It is easier for the teacher to work with
motivated students who feel responsible.
• Motivated students are easier to guide.
• Especially in big classes it is difficult to teach if
the students are against the teacher and
sabotage the lessons.
ØMotivating students is especially important in
big classes!

13

Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 1

Facilitator Instructions

Logical consequences
Instructions for the facilitator
Aim:
Introduce the participants to the concept of logical consequences. It is a very powerful tool, as
the students learn so much. However, at the beginning it requires more thinking to find the
logical consequences and to communicate it in a good way. It may happen, that the first uses
of logical consequences are not working perfectly. Do not be frustrated. With practice it gets
easier and the students learn how the teacher will react and behave more responsively.
Logical consequences are the most powerful learning tool, because you do not impose an
artificial punishment, but you mimic real life where every action leads to a consequence.
There is a significant difference between punishment and (natural and logical) consequence:
In contrast to punishment are not created by an authority, but result from the situation itself.
The teacher is then an accompanying assistant not the actor.

It is important to work with specific examples to learn to find the logical consequence.
Otherwise the participants will give up quickly, because the normal punishment is more
convenient (even though the students do not learn much from it).

Time frame:

The input should take not more than 30 minutes. During the input you should spend a lot of
time with examples so that the participants really understand what a logical consequence is
and how you communicate it. The small groups practice should take 30 minutes. In the
remaining 30 minutes results of the small groups are presented and discussed (see small group
instruction).

Input:
Use the prepared input and write it on a blackboard or flipchart while presenting and
explaining it.

1

Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 1

Facilitator Instructions

Logical consequences
Small group instructions for the facilitator:
Aim:

Small group discussion with the aim of finding examples for logical consequences from the
work at school. Transfer the abstract concept of logical consequences into daily work
examples. Participants should later be able to apply this concept in their classroom.
Participants should think about things that may be crucial for success, like being calm and
communicating the consequence as a consequence and not as a punishment, following
through with it and when it is over, not acting angry anymore.

Time frame:

30 minutes for small group work and 30 minutes for presenting and discussing the results of
the small groups in the plenary.

Introduction of the topic:

Students feel more responsible for their actions if misbehavior is followed by a logical
consequence. However, sometimes it is difficult to realize this in the every-day work. Please
find precise examples for misbehavior of your students and describe what the logical
consequence would look like. What could be crucial to make it successful?
After the discussion in the small groups, the groups present their work. Collect results at the
blackboard, add points if necessary.
When participants have difficulties to find examples for logical consequences, facilitators are
invited to help them with examples. Here is a list of examples that may be of help for the
facilitators:
• If a student destroys a pencil, the student cannot write with this pencil anymore. He is
responsible for organizing another pencil, e.g. he can ask other students in order to
borrow a pencil.
• If students play ball and they destroy something e.g. a window with the ball, they can’t
continue playing ball until they have helped to repair what they have destroyed.
(Please note: The boys do not need to repair the window on their own. Assistance
should be given depending on age, abilities and resources. They can assist the person
who repairs the window, together with a teacher or counselor they can think of
measures how to prevent a broken window again, like where else to play… )
• When the students are noisy during a lesson, the teacher stops talking until they are
quiet again. He/she could say: “During a lesson, we listen to each other. I will
continue talking when you are quiet.”
• When someone comes late to a meeting or the lesson, the teacher should start the
meeting/lesson and it is the responsibility of the student to catch up and ask the others
for the missed instructions.

2

Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 1

Facilitator Instructions

• When a student constantly tilts his chair and (nearly) falls over, the teacher can
quietly remove his/her chair for the rest of the lesson. It is important to act without
many words and without any criticism.
• If a student often does not listen to the instructions and does not know what to do, it is
his/her responsibility to catch up. The teacher will remind him/her to listen, but will
not repeat the instructions. The student can ask other students for help or needs to
finish the work after school.
• Please note: The responsibility for the behaviour and the consequences stays with the
student. That does not mean that the teacher does not care about the student. The
teacher needs to monitor if the student is capable of dealing with the consequences on
his own. The teacher should have faith in the student to deal with the demands of the
situation. Assistance should be given depending on age, abilities and resources.
Assistance should be given just enough that the student can do the next step on his
own again. For example, if a student was late and did miss the instructions, he can ask
another student for help. However, if a student was absent many days and did miss a
lot and he asks the teacher for help how to catch up, the teacher could take a moment
after the lesson and discuss together with the student how he can catch up. The
teacher can then involve others of the class to sit together with the student to help him
catch up. The teacher is approachable when help is needed.
• Communication is important. Please communicate logical consequences just as
consequences not as punishments. Leave your anger aside. Do not threaten with
logical consequences. Encourage the student that you are confident that he will
manage. If he asks for help, discuss with the student how he can manage the task. Give
minimal assistance where necessary.

Task:
Form 5 small groups.

3
 Logical consequences
• Most actions are naturally followed by a
consequence.
• In some cases a natural consequence might be
dangerous.
• Logical consequences follow an action but are not
dangerous.
• If the consequences are not dangerous, a child or
student can deal with these consequences even if
they are negative.
Ø Students learn more from natural and logical
consequences than from punishment.
1
 Logical consequences
• Structured by the teacher.
• If possible discussed beforehand.
• Experienced as logical by the child.
• Talk less, act more.
• Stay calm.
• No threat, no “I told you so”.
• The teacher is a friendly assistant, not the one
punishing.
Ø Students experience the consequences of their
behavior and learn to deal with them.
2
 Example 1
Some students are noisy and disturb the lesson.

Artificial consequence: Logical consequence:

The disruptive students are Teacher stops lesson, stays
punished (e.g. shouted at, send quiet until the students are
outside, hit). quiet again. He may extend the
lesson for some minutes to
finish the lecture.

3
 Example 1
The logical consequence to stop and to go on
when it is quiet again (as well as to extend the
lesson by the lost minutes)
• is a consequence directly connected to the
behavior.
• takes the noisy ones into responsibility
towards the other students.
• makes the other students wanting them to
stop.
4
 Example 2
Three boys played football at the school court
and destroyed a window.
Artificial consequence: Logical consequence:
The boys are punished (e.g. The football is taken away and
shouted at, send outside, hit). they are not allowed to play
football again until they help to
repair the window.

5
 Example 2
The logical consequence to withhold the football
and to prohibit playing until the boys helped to
repair the window
• is a consequence directly connected to the
behavior.
• takes the boys into responsibility.

6
 Logical consequences
• …are sometimes more difficult to think of at first.
• …are closely linked to the action.
• …make students feel more responsible and in
control of their actions.
• How they are communicated is important: not a
punishment or a threat, it is just a consequence.
• Follow through with it. When the situation is
over, move on.

7
 Important
There is a significant difference between
punishment and (natural and logical)
consequence:
• In contrast to punishment are not created by
an authority, but result from the situation
itself. The teacher is then an accompanying
assistant not the actor.

8
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 2

Facilitator Instructions

Structure, rituals and rules
Facilitator instructions:
Aim:
Refresh and broaden the knowledge of the participants on the usefulness of structure, rituals
and rules in the classroom. Make them aware how structure, rituals and rules can enhance the
atmosphere in the classroom and make interactions easier. Everybody knows what is expected
and what he is supposed to do. That also makes the work of the teacher easier and prevents
unnecessary power struggles. Especially, classroom rules are a powerful tool. However, it is
important that students can participate in the development of the rules. Otherwise they won’t
see them as their rules.

Especially for rules, it is important to practice how to phrase good rules and to select only the
most important ones. If you have three rules, each of them is very important. If you have 15
rules, each of them holds only very little importance.

Input:

Use the prepared input and write it on a blackboard or flipchart while presenting and
explaining it.

Involving participants in the input:

The input presentation stops several times and questions are posed to the participants. The
facilitator should allow 2-4 people to tell their experiences each time. Collect some examples
and connect them with the input. Then go on with the lesson.

Time frame:

Input: 30 minutes
Small group practice: 30 minutes
Presentation and discussion: 30 minutes

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 2

Facilitator Instructions

Rules in the classroom
Facilitator instructions for small group practice:
Aim:
Interacting and learning together is much easier if our interaction is based on common rules of
interaction. It is very helpful when students and teacher agree together on common classroom
rules. These rules are developed together and are valid for all in the classroom. For the
success it is crucial how rules are phrased. In this session participants practice finding and
phrasing rules as well as selecting the most important ones. The crucial part will most likely
be the clear phrasing and the selection of only three rules.

Task:
In a small group discussion participants define rules that are important for them in the
classroom.
Form 5 small groups. Distribute the Handout for good rules.

Introduction of the topic:

Interacting and learning together is much easier if our interaction is based on common rules of
interaction. It is very helpful when students and teacher agree together on common classroom
rules. Actually, rules should be developed together with the students. However, today please
discuss in the group of teachers, which rules are important for you. Select the 3 most
important rules for your small group. How can you phrase them using clear, short and positive
wording?
After discussion in the small group, all groups present their work in the plenary. Collect
results at the blackboard, add points if necessary.

Time frame:

Small group practice: 30 minutes

Presentation and discussion: 30 minutes

2
Structure, rituals and rules in the
classroom

1
 Structure
• Lessons are structured by the teacher.

• Students know what will happen.

• They feel calm and safe.
• Predictability helps to learn.

ØA good structure leaves room for situational

adaption!

2
 Structure
How do you structure you lessons?
Is the structure transparent to the students?

3
 Rituals and routines
• Routines help to safe time, because everybody
knows what to do.
• Rituals have a special meaning, can be daily or on
special occasions.

Ø Predictability is important
Ø Show (school) values
Ø Give a feeling of belonging, strengthen the group

4
 Rituals and routines
• Which rituals and routines do you have with
your students?

5
 Rules ...
• are the base of all interaction.
• are necessary for good interaction.
• should be kept to a minimum.
• should concentrate on the most important
topics, otherwise they will loose importance.

6
 Successful rules are
üShort
üClear
üConsistent
üEasy to understand
üAge-appropriate
üPositively phrased

7
 Rules
• Rules contain the most important values.
• Should have the aim to create a supportive
atmosphere in the class.
• Teacher and students should develop rules
together.
• The class should identify with their rules and
feel responsible for them.

8
 Rules
• Rules should be visible in the classroom.
• Consequences of violation of rules should be
discussed and agreed upon.
• Consequences should be clear for everybody.

9
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Facilitator Instructions

Reinforcement Systems - Positive reinforcement through rewards

Instructions for the facilitator:

Aim:

This session aims to introduce how participants can use different reinforcement systems for
maintaining good behavior and changing misbehavior.

Time frame:

Introduction reinforcement systems: 20 minutes

Development reinforcement system in small groups: 30 minutes
Presentation and discussion in plenary: 30 minutes
Summary: 5-10 minutes

Tasks:
In the first step, the idea of reinforcement systems should be introduced together with the
essential steps for creating and implementing a reinforcement system. The first part of the
session should take approximately 20 min. In the second step the participants shall develop a
reinforcement system in small groups (approximately 30 minutes). A small group should
contain of 4-5 participants. Each small group is requested to prepare a reinforcement system
that they could imagine to use in their classes. These reinforcement systems should be
presented and discussed in the plenary (30 minutes) and finally the essential ideas of this
session should be summarized and repeated (5-10 minutes).

Some examples of reinforcement systems in class:

• Chart including tasks in the classroom (e.g. clearing the blackboard)
• Chart including the daily homework
• Small exercise book in which the students can collect points for good behavior/
fulfilling a task

Important steps:
• Explain the chart to the students
• Students should participate actively
• Reinforce frequently
• Rewards should be meaningful
• Define the amount of points for positive behavior
• Define small rewards for points in between
• Use a chart as a measure of success
• Display the chart at a visible place

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Facilitator Instructions

Reward Chart

Task Monday Tuesday Wednesday Thursday Friday Saturday Sunday Total

When I reach my goal of ___stars my reward will be: ________________________

When I reach my goal of ___stars my reward will be: ________________________
When I reach my goal of ___stars my reward will be: ________________________

è Make a chart that specifies

- … the behavior
- … the time
- …the situation
è Rate the behavior frequently (e.g., once per day)

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 4

Facilitator Instructions

Contracts
Instructions for the facilitator:

Aims:
This session aims to introduce how participants can use contracts for maintaining good
behavior and changing misbehavior.

Time frame:
Introducing contracts: 20 minutes
Writing example contract in small groups: 30 minutes
Presentation and discussion in plenary: 30 minutes
Summary of contracts: 5-10 minutes

Tasks:
In the first step, the idea of a contract as an agreement between a teacher and an individual
student or a small group of students should be introduced together with the essential steps for
writing such contracts. The first part of the session should take approximately 20 min. In the
second step the participants shall write an example contract in small groups (approximately 30
minutes). A small group should contain of 4-5 participants. Each small group prepares a
contract for a specific problem behavior of an individual child. These example contracts
should be presented and discussed in the plenary (30 minutes) and an example contract may
be helpful to repeat and summarize the essential ideas of this session in the end (5-10
minutes).

General information:
Contracts can be used for students of age 10 and older, an age when students want to
negotiate, feel empowered & independent; and show initiative and responsibility. Contracts
work best before a problem or conflict arises, but also may be useful if a particular student
shows an individual misbehavior or needs more structure and guidance to reach a goal.
Children and adolescents have definite and firm thoughts, opinions and feelings and are
capable of negotiations; therefore the contract should be negotiated and not imposed on the
child.

Steps to follow when preparing a contract for changing behavior:

1. The student and the teacher should both state their expectation and responsibilities.
2. Student and teacher should discuss and agree on goals/sub-goals and consequences.
3. Discuss and define consequences following the accomplishment or the failure to
accomplish the goal/sub-goals of the contract.
4. The contract should be written down and should include goals/sub-goals, duties and
consequences.
5. The contract should be kept visible for all parties.
6. A contract should be a motivation for good behavior.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 4

Facilitator Instructions

Small group work

Instructions:

Please prepare a contract between a student and a teacher in a role-play between teacher and
student. One participant acts like the teacher and the other one like a student. The other
participants will be observers who have the task to carefully observe the interaction between
teacher and student. The student has shown the following problem behavior:

Group 1: Coming repeatedly late to school.

Group 2: Repeatedly not listening in school.

Group 3: Repeatedly not following the instructions of the teacher.

Group 4: Repeatedly forgetting the homework.

Group 5: Being repeatedly absent.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 1

Facilitator Instructions

Time Out
Facilitator instructions:
Aim:

Refresh and maybe correct the knowledge of the participants about “time out”. Participants
need to realize that “time out” is not connected to any pain or embarrassment for the student.
“Time out” is not a punishment in a narrow sense, but a strategy to calm down a tense
situation. “Time out” simply means to put a break in a heated situation and a time out of the
attention from others. It is very important that “time out” does not imply kneeling on the floor,
other painful body positions or even being embarrassed. We do not want to hurt the student’s
body or soul!!! These painful and embarrassing discipline strategies are very harmful and
might raise feelings of revenge and anger or destroy the student’s self esteem. These harmful
consequences make the work of the teacher much more difficult in the long run.

Task:
Use the prepared input and write it on a blackboard or flipchart while presenting and
explaining it. The facilitator guides the discussion and presents the role-play. With the help of
the role-play participants should think about situations where “time out “ can be helpful.

Time frame:
Input: 30 minutes
Role-play: 15 minutes
Discussion: 30 minutes

Discussion:
After the input, the participants are invited to share their thoughts concerning the discussion
questions on the last slide of the input presentation. By means of the second and third
question the participants should think about the conditions that are crucial to make such an
intervention work.

1. How can you use „time out“ with students?

Present a role play:
Two boys start to fight during PE class and they are very angry with each other. The
teacher and other students separate them.
Option 1: The teacher shouts at the students, they start a discussion and the whole
class is not exercising anymore, but watching.
Option 2: The teacher tells them to sit on benches beside the sports ground for 5
minutes and to cool down. He communicates clear and firm with them. After the 5
minutes he tells them to re-join the PE lesson.

2. Why is it important that the length of „time out“ is defined and lasts only several
minutes not hours?
3. Why is it important to keep students still supervised when they are in „time out“?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 1

Facilitator Instructions

Information for the facilitator:

It is important that “time out” lasts only some minutes, as the aim is to put a break in the
situation and to cool down. The student should be able to participate again as soon as possible.
A separation of a longer time period would be a punishment in form of social exclusion,
which can harm the student’s self-confidence and may create feelings of revenge.
Furthermore, it is important that the teacher still feels responsible for the student in “time out”
or outside of the class. The teacher should still supervise the student and let him/her
participate in the lesson again after the defined time-length. “Time out” or sending students
outside should not mean that they are gone for the rest of the day. The teacher has the
responsibility to include the student again into the class and give him/her the chance to
participate again.

2
 Time out
• Lets refresh our knowledge about „time out“!
• The rationale behind „time out“:
– Time out means to have a break in a difficult
situation
• e.g., when the student is aggressive und disturbs the
lesson
– Time to cool down
– Time to think about one’s behavior

1
 Time out
• Preparation:
• Discuss with students
– What is „time out“?
– Why will I use „time out“?
– When will I use „time out“?
– Where is the „time out“ place?

2
 Time out
• Preparation:
• Find a suitable „time out“ place:
– Calm & safe
– Where you can see the student
– e.g. in the back of the class, on a bench on the
side, outside in front of the window...
– Student should be able to sit or stand there
– No kneeling, no hurting, no embarrassment!

3
 Preparation
• Think of a good length of time in „time out“
– Define it before and communicate to the student
– Not too long, better e.g. 3 or 5 minutes
– The length of time should not depend on your
anger

4
 During time out
• Make sure the student reaches the „time out“
place and stays there.
• Tell him/her how long he/she needs to stay there
• Go on with your lesson.
• After the defined period of time, let the student
sit on his/her seat again.
• If possible talk with the student shortly about the
misbehavior/difficult situation after „time out“ or
after the lesson. Explain why a moment to calm
down was helpful.

5
 Positive aspects of time out
• Easy to implement
• Time efficient
• Can prevent that the whole class gets
disturbed by one disruptive student
• Sometimes a moment to cool down is
sufficient and the student can participate
again.

6
 Similar interventions
• Send children out of class, because they are noisy
• Give them the choice either to be quiet or to leave the class.
• Define length of time clearly and keep it.
• Make sure that they stay in a safe place, e.g. in front of the
door (they can press the handle down).
• Can help to break the vicious cycle of chatting students and
angrily shouting teachers.
• Let children stand with face to the wall, kneel, use
embarrassing positions or signs.
Ø Not recommended! Harms soul and body deeply!!!

7
 Discuss
• How can you use „time out“ with students? à
Role play
• Why is it important that the length of „time
out“ is defined and lasts only several minutes
not hours?
• Why is it important to keep students still
supervised when they are in „time out“?

8
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 2

Facilitator Instructions

Implementation - Teachers

Instructions to the facilitator:

In this session the newly learned discipline and interaction strategies shall be repeated and
adapted to the particular context, in which the participants work.

Aims:
• Repeating the essentials of the newly learned discipline and interaction strategies.
• Deepening new knowledge and transferring it to the daily work situations of the
participants.
• Developing concrete ideas how knowledge from the workshop could be implemented
in everyday work of the teachers to foster sustainability.

Time frame:
• Small group work: 40 minutes
• Presentation in the plenary: 30 minutes (5 minutes per group)
• Discussion & final remarks: 20 minutes

Instructions for the participants:

This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work. We will divide the group into the following five small
groups:

Group 1: Encouragement, responsibility & participation

Group 2: Natural & logical consequences
Group 3: Rituals & rules in the classroom
Group 4: Reinforcement systems & contracts
Group 5: Time-out

Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strengths and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 2

Facilitator Instructions

Points to consider for the discussion
The facilitator need to keep in mind the following facts for the discussion and should
contribute a few questions related to these facts to remind the participants of them:
• Corporal punishment is very time consuming.
• If a large class is opposed to you, teaching becomes more difficult.
• If students are involved and take over responsibilities, teachers can usually reduce
time needed for disciplinary measures and focus more on teaching.
• If students feel part of the class, more as a team with the teacher, if they feel motivated
and interested, they are more motivated to participate. If they feel like their
contribution and participation is seen and acknowledged by the teacher and the group,
the students have less need to misbehave for attention.
• Structural factors such as class size are often used as excuses not to reconsider own
behavior.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

Externalizing Problems

Instructions for the facilitator:

Aim:

The aim of this session on externalizing problems is to raise awareness that students who
show oppositional or aggressive behavior are not “evil” by nature but that many of them
suffer from problems. The session should provide some ideas about the various reasons for
externalizing problems, strategies how to deal with students showing externalizing problems
and help teachers to understand that in many cases additional advice or help may be useful in
order to deal with students who show externalizing problems. The small groups should
deepen their understanding of externalizing problems and should relate the theoretical
knowledge to their daily work.

Information for the facilitator:

Externalizing disorders are characterized by maladaptive behaviors that are directed towards
an individual's environment, which cause impairment or interference in life functioning.
Children with externalizing disorders externalize (manifest outside) their maladaptive
emotions and cognitions in behavior. Externalizing disorders are often specifically referred to
as disruptive behavior disorders or conduct problems and include, for example, aggressive
behavior attention-deficit/hyperactivity disorder, oppositional defiant disorder, and conduct
disorder.

Children with externalizing problems, such as oppositional or aggressive behavior, seem to be

“problematic children”. This session should raise awareness to the fact that these children are
rather “children with problems”. The theoretical input should provide knowledge on typical
symptoms/behaviors of externalizing problems, potential reasons and strategies that may help
teachers to deal with students who show externalizing problems.

Time frame:

Input: 20 minutes plus 5 minutes for questions

Small groups: 30 minutes for discussion in small groups
Presentation: 25 minutes (max. 5 minutes per group)
Discussion and final remarks: 15 minutes

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

Small group information for facilitator:

Small group 1: Externalizing problems

Aim: Become aware that oppositional behavior could have a variety of reasons and could
hide several feelings. Link newly learned discipline strategies to the child’s misbehavior.
Children with externalizing problems profit from clear rules and predictable consequences.

Instructions for the participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows oppositional behavior (e.g. shows disrespect, avoids going
to school, does not do his homework, etc.) at home and at school since about 4 months.

Points of discussion:
• What could be a reason for the behavior of the boy?
• Which feelings can be hidden behind oppositional behavior (e.g. anger, frustration,
fear, being overwhelmed by a situation or expectation)?
• Which of the new strategies may you use for changing his behavior?

Examples:
• Did something special happen 4 months ago?
• Is it a stressful time for the family in general?
• Are there other things that changed in the last months (e.g. showing more sadness,
unhappiness, loss of energy and fun during leisure time)?
• Does the boy show the behavior also in other situations?

Reasons (e.g.):
• Severely discouraged
• Unreasonable or high expectations or excessive demands of the parents or school
• Difficult / intense temperament of the child
• Being overstrained, e.g. due to restricted coping and problem solving skills
• School problems
• Conflicts with peers
• Family stress (conflicts between parents, disorganization & conflicts within the
family, violence in the family)

Potential strategies to deal with his misbehavior (e.g.):

• Encourage positive behavior and try to catch him doing something good
• Remind the boy of his own responsibility, sit together with him to find a strategy
• Depending on the goal of misbehavior: attention removal from misbehavior, logical &
natural consequences

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

• Clear rules
• Reinforcement systems

Small group 2: Externalizing problems

Aim:
Sensitize that there are different things a teacher can do before seeking further help. Link
newly learned discipline strategies to boy’s misbehavior. Children with externalizing
problems profit from clear rules and predictable consequences.

Instructions for the participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows oppositional behavior (e.g. shows disrespect, avoids going
to school, does not do his homework, etc.) at home and at school since about 4 months.

Points of discussion:
• What can teachers do?
• Which questions can you ask yourself before seeking for help?

Examples:
• Is it a stressful time in general?
• Do the parents show respect towards each other and the children?
• What are the strategies normally used to solve conflicts?
• Which forms of discipline and punishment are normally used?

What teachers can do (e.g.):

• Show, that they have noticed a difference in the behavior of the child
• Show, that they sense the child is unhappy or struggling
• Explain the child, that you are concerned about the behavior (not the child in general!)
– keep in mind the components of communication!
• Teach your student to solve the conflicts on another way – remember: you are the role
model!
• Use encouragement, consequences, setting clear rules and reinforcement systems.

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

Small group 3: Externalizing problems
Aim:
Sensitize that aggressive behavior could have a variety of reasons and could hide several
feelings. Sensitize, that it is important to try to determine the specific cause before reacting.
Link newly learned discipline strategies to boy’s misbehavior. Children with externalizing
problems profit from clear rules and predictable consequences.

Instructions for the participants:

Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think about the children you are caring for and find examples for aggressive behavior?
• What could be reason for aggressive behavior of a student?
• Which feelings could be hidden behind aggressive behavior?
• What may a child try to express with aggressive behavior?

Examples:
• The child may not have learned how to manage frustration in a socially acceptable
way.
• Aggression particularly occurs during times of threat, anger, rage and frustration.
• The child might be severely discouraged and tries to get attention, power or revenge
through this behavior.
• Unreasonable or high expectations of the parents
• Difficult / intense temperament of the child
• School problems
• Conflicts with peers
• Family stress (conflicts between caregivers, disorganization & conflicts within the
family, violence in the family).

4
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

Small group 4: Externalizing problems
Aim:
Sensitize that there are different things a teacher can do in spite of punishing the child and/or
before seeking for further help. Link newly learned discipline strategies to boy’s misbehavior.
Children with externalizing problems profit from clear rules and predictable consequences.

Instructions for the participants:

Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think of a student that you know who is behaving aggressively.
• What can teachers do if students show aggressive behavior?
• Which of the newly learned strategies may be helpful?

Examples:
• Try to determine the specific cause of the behavior. Did something specific happen?
• Is there a goal of the aggressive behavior (attention, power or revenge?)
• Reflect your own strategies to solve conflicts and manage frustration (role model!)
• Teach your child how to solve the conflicts without aggression and physical force –
remember: you are the role model!
• Acknowledge improvement and good behavior
• Try to reduce stress
• Involve the class and discuss with them how to support the student and what could be
consequences of aggressive behavior

Potential strategies to deal with his misbehavior (e.g.):

• Encouragement
• Clear rules
• Consequences
• Reinforcement systems

5
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Facilitator Instructions

Small group 5: Externalizing problems
Aim:
Sensitize that there are some alarm signals that require advice and support. Support can be
found inside and outside of the school.

Facilitator Instructions:
Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think of a student that you know who is behaving aggressively.
• When do you need to consult someone for advice?
• Whom would you consult? Why?

Examples:
• Persistent, long lasting disrespect
• If the behavior continues despite of your best efforts
• If disobedience goes along with aggressive behavior
• If there are general signs of unhappiness
• If the child uses alcohol or other drugs

Potential persons to consult:

• Parents
• School counselor
• Headmaster
• Social Welfare Offices
• Social workers at school or elsewhere
• ???

6
 Externalizing problems
• Externalizing disorders are characterized by maladaptive
behaviors that are directed towards an individual's
environment, which cause impairment or interference in
life functioning.
• Externalizing disorders include aggressive behavior,
attention-deficit/hyperactivity disorder, oppositional
defiant disorder, and conduct problems.
• Children with externalizing problems seem to be
“problematic children”. This session should raise awareness
that these children are rather “children with problems”.
• The theoretical input should provide knowledge on typical
symptoms/behavior of externalizing problems, potential
reasons and strategies that may help teachers to deal with
children with externalizing problems.
1
“Difficult Children”
• To be “difficult” is an important part of growing up.
• There are as many difficult parents as children.
• Difficult children are difficult, but they may have
problems.

“Normal Things“ while growing up:

• not to fulfill the wishes of adults from time to time
• testing adults’ rules and expectations

But what for?

Ø To learn about and discover their own selves
Ø To express their individuality
Ø To achieve a sense of autonomy
Ø To discover the boundaries of the adults’ rules
Ø To learn about their own self-control

2
 Externalizing
problems

Oppositional Aggressive
ADHD*
behavior behavior
*Attention Deficit
Hyperactivity Disorder

• To disobey • To hit, bite, bully, destroy • Unable to sit still

• Not to listen • Occurs in times of anger, • Difficulties to
• Not to do what you are frustration, fear concentrate
supposed to do (e.g. • Boys have more • Low attention capacity
homework, daily tasks) problems with physical • Constantly fidgeting
• To argue aggression

Children who suffer from externalizing problems are often difficult to handle by teachers as
they are disobedient and sometimes aggressive. The aim is to raise awareness that students
who show oppositional or aggressive behavior are not “evil” by nature but that many of them
3
suffer from problems.
 Potential reasons for externalizing problems
There are a number of reasons that may explain why children develop externalizing
problems. The most prominent reason is harsh discipline but also other reasons play a
role.
• Aggressive/disobedient behavior
- to solve conflicts
- to deal with anger & frustration
• Cycle of violence and misbehavior
Harsh discipline
• Greater risk for lifelong problems
- in relationships
- with authorities
- to get criminal
• Unreasonable or high expectations - to use drugs / alcohol
• Difficult / intense temperament of the child
• School problems
• Conflicts with peers
• Family stress
• Conflicts between parents Other reasons
• Disorganization & conflicts within the
family
• Violence in the family 4
What can teachers do?
It is important to note that you as a teacher can do a number of things but that it is
often helpful to ask for additional advice or help. Children with externalizing
problems profit from clear rules and predictable consequences.

• Show that you noticed a difference in the behavior

• Recognize unhappiness and struggling
• Try to understand the reason for the behavior
• Encourage other ways to solve the problem
• Improve cooperation with parents
• Try to take pressure from the child

When to seek additional help …

• Persistent, long lasting disrespect
• If the behavior continues despite of your best efforts
• If disobedience goes along with aggressive behavior
• If there are general signs of unhappiness
• If the child uses alcohol or other drugs
5
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Facilitator Instructions

Internalizing Problems
Instructions for the facilitator:

Aim:

The aim of this session on internalizing problems is to raise awareness that students who
show depressive symptoms or social withdrawal are not compliant and uncomplicated but that
many of them suffer from severe problems. The session should provide some knowledge
about typical signs of internalizing problems that may help teachers to notice students with
internalizing problems. Furthermore, the session should give the teachers some ideas about
the various reasons for internalizing problems, strategies how to deal with students showing
internalizing problems and help teachers to understand that in many cases additional advice or
help may be useful in order to deal with students who show internalizing problems. The small
groups should deepen their understanding of internalizing problems and should relate the
theoretical knowledge to their daily work.

Information for the facilitator:

Children suffering from internalizing disorders will keep their problems to themselves, or
internalize (keep inside) their maladaptive emotions and cognitions (= children see
themselves as the problem). Reactions that are apparent in those with internalizing disorders
include depression, withdrawal, anxiety, and loneliness. Further characteristics are also
involved with internalizing disorders, for example poor self-esteem, suicidal behaviors,
decreased academic progress, and social withdrawal. Internalizing emotions, like sadness, can
grow into more severe burdens such as social withdrawal, suicidal behaviors or thoughts, and
other unexplained physical symptoms.

Children with internalizing problems, such as depressive symptoms or social withdrawal, are
often overseen by teachers. They are often not regarded as “children with problems” but as
compliant and not complicated. This theoretical input should provide knowledge on typical
symptoms/behavior of internalizing problems, potential reasons and strategies that may help
teachers to notice and to deal with students who show internalizing problems.

Time frame:

Input: 20 minutes plus 5 minutes for questions

Small groups: 30 minutes for discussion in small groups
Presentations: 25 minutes for the presentation (max. 5 minutes per group)
Discussion & final remarks: 15 minutes

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Facilitator Instructions

Small group information for the facilitator:

Small group 1: Depression

Aim:
Sensitize that depressive symptoms could have a variety of reasons and that depressive
children need teachers’ attention but that teachers should also involve the school counselor
and parents for help.

Instructions for the participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows depressive symptoms (e.g. sad, silent, loss of interest, etc.)
at home and at school since a few weeks.
Points of discussion:
• What could be a reason for the symptoms of the child?
• What can you as a teacher do?

Examples:
• Did something special happen 4 months ago?
• Is it a stressful time for the family in general?
• Are there other things that changed in the last months (e.g. showing more sadness,
unhappiness, loss of energy and fun during leisure time)?
• Does the child show the behavior also in other situations?

Reasons (e.g.):
• Severely discouraged
• Unreasonable or high expectations of the parents
• School problems
• Conflicts with peers
• Family stress (conflicts between parents, disorganization & conflicts within the
family, violence in the family)

Potential strategies for teachers:

• Talk to the boy
• Encourage the boy to actively participate
• Involve the school counselor
• Involve the parents

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Facilitator Instructions

Small group 2: Depression
Aim:
Sensitize that teachers should also notice the quiet and silent children. “Not making trouble”,
does not mean that they are happy. If teacher watch their students carefully they will be able
to detect also internalizing problems. Nevertheless internalizing problems are most of the time
more subtle than externalizing problems.
Facilitator instructions:
Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Points of discussion:
• How can teachers detect children or adolescents with depressive symptoms?
• What are typical signs of depression in children and adolescents?
• Discuss own examples of children or adolescents who suffered from depressive
symptoms? How did they behave and what did you do to support them?

Typical signs:
• Being sad
• Being silent
• Social withdrawal/often on his/her own
• Very tired
• Lack of energy
• Los of interest
• Loss of appetite/increased appetite

è If teachers watch their students and have also an eye for the silent student, they will detect
behavioral changes easily.

Small group 3: Social withdrawal

Aim:
Sensitize that social withdrawal could have a variety of reasons. Sensitize, that it is important
to try to understand the children’s problems in order to support the child. Children with
internalizing problems profit from an understanding and non-judgmental attitude.
Facilitator instructions:
Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Points of discussion:
Think about the children you are teaching and find examples for social withdrawal.

• What could be reasons for social withdrawal of a child?

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Facilitator Instructions

Examples:
• The child is very shy and fearful (some children are happier when they are on their
own but most children and adolescents want to be part of a peer group)
• Severe discouragement
• Unreasonable or high expectations of the parents
• School problems
• Conflicts with peers (being bullied or excluded from social activities)
• Family stress (conflicts between parents, disorganization & conflicts within the
family, violence in the family)

Small group 4: Social withdrawal

Aim:
Sensitize that social withdrawal could have a variety of reasons. Sensitize, that it is important
to try to understand the children’s problems in order to support the child. Children with
internalizing problems profit from an understanding and non-judgmental attitude.
Facilitator instructions:
Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Points of discussion:
• What can teachers do if a child shows signs of social withdrawal?

Examples:
• Try to determine the specific cause of the behavior
• Express an understanding and supportive attitude towards the child’s problems
• Encourage and invite to participate
• Try to reduce stress
• Try to take pressure from the child
• Get in contact with parents and school counselor
• It is not that they do not want to something but they cannot do it!

Small group 5: Social withdrawal

Aim:
Sensitize that there are a few alarm signals that require advice and support. Support can be
found inside and outside of the school.

Facilitator instructions:
Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

4
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Facilitator Instructions

Points of discussion:
• When do teachers need to seek additional help if a child shows signs of depression or
social withdrawal?

Examples:
• Persistent, long lasting depressive symptoms
• If the behavior continues despite of your best efforts
• If social withdrawal and depressive behavior go along with ideas of killing oneself
• If the child is unable to share his/her feelings with anybody

5
 Internalizing problems
• Children with internalizing problems (= children
see themselves as the problem) such as
depressive symptoms or social withdrawal, are
often overseen by teachers.
• They are often not regarded as “children with
problems” but as compliant and not
complicated.
• Children with internalizing problems are not
compliant and uncomplicated but many of them
suffer from severe problems and they suffer in
silence.
1
 Here are some typical signs of internalizing problems that may help teachers to notice
children who suffer from internalizing problems:

Internalizing
problems

Social
Depression Grief
withdrawal

The child feels Child Child

• sad • feels very sad • does not interact with other
• misses the deceased children
• hopeless
person • prefers to stay alone
• worthless
• feels guilty for the death of • prefers to interact with
• lonely or not the parent adults rather than with
understood • often cannot talk about the children
• no pleasure grief • has no or very few friends
• prefers to stay alone
2
 Potential reasons for internalizing problems
There are a number of reasons that may explain why students develop
internalizing problems. The most prominent reason is harsh discipline but
also other reasons play a role. We have listed a few examples below.

• Social withdrawal or depressive

Harsh discipline symptoms
• Low self-esteem
• Higher risk to become a victim of
violence later in life
• Unreasonable or high expectations
• School problems
• Conflicts with peers
• Family stress
• Conflicts between parents
• Disorganization & conflicts within Other reasons
the family
• Violence in the family
• Loss of parents
3
It is important to note that you as a teacher can do a number of things but that it is
also often helpful to ask for additional advice or help. A close collaboration with the
parents and the school counselor may help you to decide how you can best support
the student to overcome his or her problems. Below you find a few ideas that may be
helpful when you have a student in your class that may suffer from internalizing
problems.

What can teachers do?

• Show that you noticed a difference in the behavior
• Recognize unhappiness and struggling
• Try to understand the reason for the behavior
• Improve cooperation with parents
• Express an understanding and supportive attitude towards the child’s problems
• Try to take pressure from the child

When to seek additional help …

• Persistent, long lasting depressive symptoms
• If the behavior continues despite of your best efforts
• If social withdrawal and depressive behavior go along with ideas of killing oneself
• If the child is unable to share his/her feelings with anybody

4
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 1

Facilitator Instructions

Collaboration & exchange

Facilitator instructions:

Aim:
1) The daily school business demands a close collaboration of the school management (e.g.
the head teacher), teachers, parents, and the school counselors. In this session the relationship
between teachers, school management, parents, and the school counselors will be examined
and ideas for improvement will be discussed. This session should sensitize participants for the
importance of a good collaboration. The role of the facilitator is to mediate the discussion and
to encourage teachers’ initiatives to improve their working conditions.
2) To improve the working atmosphere and assure long-term changes in attitudes and
discipline & interaction strategies, teachers should think of how they can exchange with
colleagues about the successes and difficulties in implementing the new knowledge. Teachers
who practice to implement new strategies need to exchange with others to evaluate what
worked, what did not and what are further alternatives. Supervision, collegial consultation
under the guidance of an external professional is very beneficial, but not always realistic.
However, regular meetings for the professional exchange with colleagues (peer supervision)
need little resources and are very helpful to keep teachers motivated to experiment and work
with new strategies. Moreover, chat groups and video conferencing can be used to connect
with other trained teachers over distance. Very beneficial, but depending on resources are
single training days to refresh the knowledge and discuss with colleagues can help to maintain
long-term changes.

Time frame:
1) Small group work:
Introduction and group formation: 5 minutes
Small group discussion: 20 minutes
Presentation of results and discussion in the plenary: 25 minutes
2) Discussion about exchange and sustainability:
Introduction: 5 minutes
Discussion: 25 minutes
Conclusion by the facilitators: 10 minutes

Tasks:
1) Collaboration with parents, management & school counselor
The session starts with a short introduction and the formation of the small groups. Each small
group discusses and collects ideas on how specific collaboration can be improved. The main
results of the small group discussion should be presented in the plenary.
Each small group discusses about the working atmosphere of the given number (see Figure 1)
by answering the following questions:

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 1

Facilitator Instructions

1. What is already working well?

2. What needs to be improved?
3. How can we improve the working atmosphere at school?

Parents School
management
3
2

Teacher
1
5
4

School
counselor
Figure 1. Pathways of interaction between school management, teachers, school counselor
and parents.

Small groups:

Group 1: Interaction between the school management, the counselor and the teachers
Group 2: Interaction between teachers and parents
Group 3: Interaction between teachers and school management
Group 4: Interaction between teachers and school counselor
Group 5: Interaction between school counselor and parents

2) Working atmosphere & exchange with colleagues

After a short introduction, the facilitator moderates the discussion. The questions below help
the facilitator to introduce and discuss different forms of exchange and support. In the end the
participants should agree on a form of exchange they want to install.

Introduction by the facilitator:

“In the last days we reflected and discussed a lot about different strategies to interact with
students. You tried and practiced new strategies. This new knowledge should be beneficial for
your daily work. However, we now that your daily work is demanding and stressful. So, if
you want to implement new things you need to support each other. Teachers who practice to
implement new strategies need to exchange with others to discuss what worked, what did not
and what else to try. There are several possibilities for exchange and support. Lets discuss
them and see how you can realize them.”

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 1

Facilitator Instructions

1) Which types of exchange do you already use? Do you have a regular teacher’s meeting or
similar?
Explain about peer supervision:
• regular meetings for the professional exchange with colleagues
• need little resources
• are very helpful to keep teachers motivated to experiment and work with new
strategies.
à Do you have meetings the exchange with colleagues? How can you install them?

2) Additionally, the exchange through chat groups (e.g. whats app) or video conferencing (e.g.
skype) with other ICC-T trained teachers or with the facilitators can give support in
implementing new strategies.
How could these possibilities of exchange be beneficial for you?

3) If resources are existing, team days with supervision (collegial consultation under the
guidance of an external professional) or single training days to refresh the knowledge and
discuss with colleagues can help to maintain long-term changes.

Closing question: Which measures of exchange and practice can you start and discuss with
the school management to have the support you need to really use the training content?

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 2

Facilitator Instructions

Concluding Round
Instruction for the facilitator

Aim:
The final session is used for closing the workshop, giving feedback and a farewell round.

Task:
In the final session the written evaluation is conducted. Finally, all participants are invited to
share their experiences and impressions from the workshop with each other and offer some
oral feedback for the facilitators. The facilitators thank the participants for their participation
and closes the workshop with a few concluding words.

Time frame:

Written evaluation: 45 minutes

Evaluation round: 30 minutes
Concluding words: 10 minutes

Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 2

Facilitator Instructions

Concluding words:
Dear Teachers,

We are happy to reach the end of our workshop healthy and with smiling faces. We believe
that, through the discussions we had in the past days, every one of us has benefited and
learned something.

This workshop was only possible through your engagement and participation! We thank you
very much for your dedication in terms of time, cooperation and positive attitude you showed
during the whole week of the training. We value very much your contributions through
presentations, personal experiences, questions and opinions you provided during the whole
time of the workshop. It is our hope and expectation that you will take the positive spirit with
you so that you can create many positive interactions with students and inspire them in your
daily work at school. We believe that, in cooperation with parents and colleagues, the
interaction with children will become more positive and enriching.

Also we thank the school management for the support we got from the beginning of the
workshop to this end. We are happy that the school management sees the importance of the
work of teachers and of good interactions between teachers and children. Thank you very
much!

Thank you!!!

Tasks for small groups
Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 4

Small Groups

Small group 1: Teachers as role models?

Instruction: Please discuss in your small group, what kind of role teachers play in the life of
students and collect your thoughts. Afterwards you will present your thoughts to the plenary.
Guiding questions: Which role do teachers play in the life of students? How do teachers
influence the development of students? Can teachers be role models for students? Which role
did your teachers play in your life when you were a student? What is your aim/vision in
teaching or what do you want to give to the students in their life?

Small group 2: Teachers as role models?

Instruction: Please discuss in your small group, what kind of role teachers play in the life of
students and collect your thoughts. Afterwards you will present your thoughts to the plenary.
Guiding questions: Which role do teachers play in the life of students? How do teachers
influence the development of students? Can teachers be role models for students? Which role
did your teachers play in your life when you were a student? What is your aim/vision in
teaching or what do you want to give to the students in their life?

Small group 3: Teachers as role models?

Instruction: Please discuss in your small group, what kind of role teachers play in the life of
students and collect your thoughts. Afterwards you will present your thoughts to the plenary.
Guiding questions: Which role do teachers play in the life of students? How do teachers
influence the development of students? Can teachers be role models for students? Which role
did your teachers play in your life when you were a student? What is your aim/vision in
teaching or what do you want to give to the students in their life?

Small group 4: Teachers as role models?

Instruction: Please discuss in your small group, what kind of role teachers play in the life of
students and collect your thoughts. Afterwards you will present your thoughts to the plenary.
Guiding questions: Which role do teachers play in the life of students? How do teachers
influence the development of students? Can teachers be role models for students? Which role
did your teachers play in your life when you were a student? What is your aim/vision in
teaching or what do you want to give to the students in their life?

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 4

Small Groups

Small group 5: Teachers as role models?

Instruction: Please discuss in your small group, what kind of role teachers play in the life of
students and collect your thoughts. Afterwards you will present your thoughts to the plenary.
Guiding questions: Which role do teachers play in the life of students? How do teachers
influence the development of students? Can teachers be role models for students? Which role
did your teachers play in your life when you were a student? What is your aim/vision in
teaching or what do you want to give to the students in their life?

Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Small Groups

Beliefs about corporal punishment

Group 1
There are several beliefs that people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Corporal punishment teaches respect.”

Questions:
• What is respect?
• Whom do you respect and why?
• Is corporal punishment related to respect? If so, in which way?
• What components could be important to be respected by children?

àIs it true that corporal punishment teaches respect?

Group 2
There are several beliefs that people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards.

“Some children only understand corporal punishment.”

If children are accustomed to corporal punishment they won’t understand other educating
methods. Especially for difficult children, corporal punishment is the only effective method.

Questions

• What is meant by understanding the punishment? How do you know a child

understood the punishment?
• Do some children not understand other educating methods than corporal punishment?
• Do children learn the desired behavior from corporal punishment?
• Is corporal punishment related to children’s understanding of misbehavior/ a change in
children’s behavior?
• What benefits could it have to implement alternative methods to discipline?

àIs it true that some children only understand corporal punishment?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Small Groups

Group 3
There are several beliefs that people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Corporal punishment builds the character.”

Corporal punishment is necessary for the moral development and the development of the
conscience. It teaches children to be responsible for their behavior.

Questions
• What is moral development/ development of the conscience?
• What is necessary for a moral development?
• Is corporal punishment related to character building?
• Are children who grew up without corporal punishment less conscientious?
• What aspects could help the child in developing a good moral concept?

àIs it true that corporal punishment builds the character?

Group 4
There are several beliefs that people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards:

“Children get uncontrollable without corporal punishment.”

Questions
• Does corporal punishment help to control children?
• How do corporal punishment and control over children relate?
• What alternatives to corporal punishment exist to handle difficult children?
• Are the alternatives as good in controlling children as corporal punishment is?
• What would happen if there wouldn’t be any corporal punishment?

àIs it true that children get uncontrollable without corporal punishment?

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Small Groups

Group 5
There are several beliefs that people have about corporal punishment. Please discuss the
following belief in your group and present it to the whole group afterwards.

“Corporal punishment is time efficient.”

Questions
• How long do you need to spank a child? How long do other methods of punishment
take compared to corporal punishment?
• How often do you need to punish a child?
• How effective is corporal punishment compared to alternative methods of punishing?
• Is corporal punishment time efficient in the long term?

àIs it true that corporal punishment is time efficient?

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Small Groups

Reinforcement
Small group 1: Reinforcement

Instruction: Students are more motivated to learn if they are encouraged, feel responsible and
can actively participate or take over parts in a lesson. However, sometimes it is difficult to
realize this in every-day work. Please find precise examples how you can use encouragement,
attention, responsibility, and participation with your students. What could be crucial to make
these strategies successful?

Small group 2: Reinforcement

Instruction: Students are more motivated to learn if they are encouraged, feel responsible and
can actively participate or take over parts in a lesson. However, sometimes it is difficult to
realize this in every-day work. Please find precise examples how you can use encouragement,
attention, responsibility, and participation with your students. What could be crucial to make
these strategies successful?

Small group 3: Reinforcement

Instruction: Students are more motivated to learn if they are encouraged, feel responsible and
can actively participate or take over parts in a lesson. However, sometimes it is difficult to
realize this in every-day work. Please find precise examples how you can use encouragement,
attention, responsibility, and participation with your students. What could be crucial to make
these strategies successful?

Small group 4: Reinforcement

Instruction: Students are more motivated to learn if they are encouraged, feel responsible and
can actively participate or take over parts in a lesson. However, sometimes it is difficult to
realize this in every-day work. Please find precise examples how you can use encouragement,
attention, responsibility, and participation with your students. What could be crucial to make
these strategies successful?

Small group 5: Reinforcement

Instruction: Students are more motivated to learn if they are encouraged, feel responsible and
can actively participate or take over parts in a lesson. However, sometimes it is difficult to
realize this in every-day work. Please find precise examples how you can use encouragement,
attention, responsibility and participation with your students. What could be crucial to make
these strategies successful?

Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 1

Small Groups

Logical consequences
Small group 1: Logical consequences

Instruction: Students feel more responsible for their actions if misbehavior is followed by a
logical consequence. However, sometimes it is difficult to realize this in every-day work.
Please find precise examples for misbehavior of your students and how the logical
consequence would look like. What could be crucial to make it successful?

Small group 2: Logical consequences

Instruction: Students feel more responsible for their actions if misbehavior is followed by a
logical consequence. However, sometimes it is difficult to realize this in every-day work.
Please find precise examples for misbehavior of your students and how the logical
consequence would look like. What could be crucial to make it successful?

Small group 3: Logical consequences

Instruction: Students feel more responsible for their actions if misbehavior is followed by a
logical consequence. However, sometimes it is difficult to realize this in every-day work.
Please find precise examples for misbehavior of your students and how the logical
consequence would look like. What could be crucial to make it successful?

Small group 4: Logical consequences

Instruction: Students feel more responsible for their actions if misbehavior is followed by a
logical consequence. However, sometimes it is difficult to realize this in every-day work.
Please find precise examples for misbehavior of your students and how the logical
consequence would look like. What could be crucial to make it successful?

Small group 5: Logical consequences

Instruction: Students feel more responsible for their actions if misbehavior is followed by a
logical consequence. However, sometimes it is difficult to realize this in every-day work.
Please find precise examples for misbehavior of your students and how the logical
consequence would look like. What could be crucial to make it successful?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 2

Small Groups

Small group 1: Rules in the classroom

Instruction: Please discuss in the group of teachers, which rules are important for you. Select
the 3 most important rules for your small group. How can you phrase them using clear, short
and positive wording? Use the Handout for good rules.

Small group 2: Rules in the classroom

Instruction: Please discuss in the group of teachers, which rules are important for you. Select
the 3 most important rules for your small group. How can you phrase them using clear, short
and positive wording? Use the Handout for good rules.

Small group 3: Rules in the classroom

Instruction: Please discuss in the group of teachers, which rules are important for you. Select
the 3 most important rules for your small group. How can you phrase them using clear, short
and positive wording? Use the Handout for good rules.

Small group 4: Rules in the classroom

Instruction: Please discuss in the group of teachers, which rules are important for you. Select
the 3 most important rules for your small group. How can you phrase them using clear, short
and positive wording? Use the Handout for good rules.

Small group 5: Rules in the classroom

Instruction: Please discuss in the group of teachers, which rules are important for you. Select
the 3 most important rules for your small group. How can you phrase them using clear, short
and positive wording? Use the Handout for good rules.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Small Groups

Small group work
Small group 1: Reinforcement systems
Instructions:

Please discuss how you could implement a reinforcement system in your class. Prepare a
reinforcement chart and present your results in the plenary.

Choose one of the examples:

§Chart including tasks in the classroom (e.g. cleaning the blackboard)

§Chart including the daily homework
§Small exercise book in which the students can collect points for good behavior/
fulfilling a task
Guiding questions:

1. Which behavior do you want to reinforce?

2. What fits to the needs of your class – an individual system or a chart for the entire class?
3. What kind of points will you use (e.g. stickers, check marks, signature)?
4. Which rewards will you give for how many points?
5. How can you make the system visible?
6. Try to make the system attractive depending on the age.

Small group 2: Reinforcement systems

Instructions:

Please discuss how you could implement a reinforcement system in your class. Prepare a
reinforcement chart and present your results in the plenary.

Choose one of the examples:

§Chart including tasks in the classroom (e.g. clearing the blackboard)

§Chart including the daily homework
§Small exercise book in which the students can collect points for good behavior/
fulfilling a task
Guiding questions:

1. Which behavior do you want to reinforce?

2. What fits to the needs of your class – an individual system or a chart for the entire class?
3. What kind of points will you use (e.g. stickers, check marks, signature)?
4. Which rewards will you give for how many points?
5. How can you make the system visible?
6. Try to make the system attractive depending on the age.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Small Groups

Small group 3: Reinforcement systems
Instructions:

Please discuss how you could implement a reinforcement system in your class. Prepare a
reinforcement chart and present your results in the plenary.

Choose one of the examples:

§Chart including tasks in the classroom (e.g. clearing the blackboard)

§Chart including the daily homework
§Small exercise book in which the students can collect points for good behavior/
fulfilling a task
Guiding questions:

1. Which behavior do you want to reinforce?

2. What fits to the needs of your class – an individual system or a chart for the entire class?
3. What kind of points will you use (e.g. stickers, check marks, signature)?
4. Which rewards will you give for how many points?
5. How can you make the system visible?
6. Try to make the system attractive depending on the age.

Small group 4: Reinforcement systems

Instructions:

Please discuss how you could implement a reinforcement system in your class. Prepare a
reinforcement chart and present your results in the plenary.

Choose one of the examples:

§Chart including tasks in the classroom (e.g. clearing the blackboard)

§Chart including the daily homework
§Small exercise book in which the students can collect points for good behavior/
fulfilling a task
Guiding questions:

7. Which behavior do you want to reinforce?

8. What fits to the needs of your class – an individual system or a chart for the entire class?
9. What kind of points will you use (e.g. stickers, check marks, signature)?
10. Which rewards will you give for how many points?
11. How can you make the system visible?
12. Try to make the system attractive depending on the age.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 3

Small Groups

Small group 5: Reinforcement systems
Instructions:

Please discuss how you could implement a reinforcement system in your class. Prepare a
reinforcement chart and present your results in the plenary.

Choose one of the examples:

§ Chart including tasks in the classroom (e.g. clearing the blackboard)

§ Chart including the daily homework
§ Small exercise book in which the students can collect points for good behavior/
fulfilling a task
Guiding questions:

13. Which behavior do you want to reinforce?

14. What fits to the needs of your class – an individual system or a chart for the entire class?
15. What kind of points will you use (e.g. stickers, check marks, signature)?
16. Which rewards will you give for how many points?
17. How can you make the system visible?
18. Try to make the system attractive depending on the age.

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 4

Small Groups

Small group 1: Contracts

Please prepare a contract between a student and a teacher in a role play. One participant acts
in the role of the student and the other one acts in the role of a teacher. The other participants
will be observers who have the task to carefully observe the interaction between student and
teacher. The child has shown the following problem behavior:
Group 1: Coming repeatedly late to school.

Small group 2: Contracts

Please prepare a contract between a student and a teacher in a role play. One participant acts
in the role of the student and the other one acts in the role of a teacher. The other participants
will be observers who have the task to carefully observe the interaction between student and
teacher. The child has shown the following problem behavior:
Group 2: Repeatedly not listening in school.

Small group 3: Contracts

Please prepare a contract between a student and a teacher in a role play. One participant acts
in the role of the student and the other one acts in the role of a teacher. The other participants
will be observers who have the task to carefully observe the interaction between student and
teacher. The child has shown the following problem behavior:
Group 3: Repeatedly not following the instructions of the teacher.

Small group 4: Contracts

Please prepare a contract between a student and a teacher in a role play. One participant acts
in the role of the student and the other one acts in the role of a teacher. The other participants
will be observers who have the task to carefully observe the interaction between student and
teacher. The child has shown the following problem behavior:
Group 4: Repeatedly forgetting the homework.

Small group 5: Contracts

Please prepare a contract between a student and a teacher in a role play. One participant acts
in the role of the student and the other one acts in the role of a teacher. The other participants
will be observers who have the task to carefully observe the interaction between student and
teacher. The child has shown the following problem behavior:
Group 5: Being repeatedly absent.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 2

Small Groups

Implementation into daily work

Group 1: Encouragement, responsibility & participation

Instructions:
This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work.
Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strength and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

Group 2: Natural & logical consequences

Instructions:
This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work.
Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strength and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

Group 3: Rituals & rules in the classroom

Instructions:
This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work.
Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strength and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 2

Small Groups

Group 4: Reinforcement systems & contracts
Instructions:
This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work.
Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strength and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

Group 5: Time-out
Instructions:
This week we discussed about different effective strategies to maintain good behavior and to
change misbehavior. Now we would like you to discuss how these strategies can be
implemented in your daily work.
Tasks:
• Repeat the essentials that you have learned about these strategies.
• Discuss strength and difficulties of these strategies when you imagine implementing
them in your daily work.
• Develop an example how this idea could be implemented in your school.
• Present the results of your discussion and your example in the plenary.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Small Groups

Small group 1: Externalizing problems

Instructions for participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows oppositional behavior (e.g. shows disrespect, avoids going
to school, does not do his homework, etc.) at home and at school since about 4 months.
Points of discussion:
• What could be reason for the behavior of the child?
• Which feelings can hide behind oppositional behavior?
• Which of the new strategies may you use for changing his behavior?

Small group 2: Externalizing problems

Instructions for participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows oppositional behavior (e.g. shows disrespect, avoids going
to school, does not do his homework, etc.) at home and at school since about 4 months.
Points of discussion:
• What can teachers do?
• Which questions can you ask yourself before seeking further help?

Small group 3: Externalizing problems

Instructions for participants:

Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think about the children you are caring for and find examples for aggressive behavior?
• What could be reason for aggressive behavior of the student?
• Which feelings could be hidden behind aggressive behavior?
• What may a student try to express with aggressive behavior?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Small Groups

Small group 4: Externalizing problems

Instructions for participants:

Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think of a student that you know who is behaving aggressively.
• What can teachers do if students show aggressive behavior?
• Which of the newly learned strategies may be helpful?

Small group 5: Externalizing problems

Instructions for participants:

Please discuss the following questions in your small group. Select one or two persons to
present the results in the plenary.

Points of discussion:
Think of a student that you know who is behaving aggressively.
• When do you need to consult someone for advice?
• Whom would you consult? Why?

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Small Groups

Small group 1: Depression

Instructions for participants:

Please imagine the following situation and discuss the points in your small group. Select one
or two persons to present the results in the plenary.

Situation: A boy of 9 years shows depressive symptoms (e.g. sad, silent, loss of interest, etc.)
at home and at school since a few weeks.

Points of discussion:

• What could be a reason for the behavior of the child?

• What can you as a teacher do?

Small group 2: Depression

Instructions to participants:
Please discuss the points in your small group. Select one or two persons to present the results
in the plenary.

Points of discussion:

• How can teachers detect students with depressive symptoms?

• What are typical signs of depression in children and adolescents?
• Discuss own example of students that suffered from depressive symptoms? How did
they behave and what did you do to support them?

Small group 3: Social withdrawal

Instructions to participants:
Please discuss the points in your small group. Select one or two persons to present the results
in the plenary.

Points of discussion:

Think about the children you are teaching and find examples for social withdrawal.

• What could be reasons for social withdrawal of a child?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Small Groups

Small group 4: Social withdrawal

Instructions to participants:
Please discuss the points in your small group. Select one or two persons to present the results
in the plenary.

Points of discussion:

• What can teachers do if a child shows signs of social withdrawal?

Small group 5: Social withdrawal

Instructions to participants:
Please discuss the points in your small group. Select one or two persons to present the results
in the plenary.

Points of discussion:

• When do teachers need to seek additional help if a child shows signs of depression and
social withdrawal?

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 1

Small Groups

Collaboration

Small group 1: Interaction between the school management, the counselor and the teachers

Instruction: The daily school business demands a close collaboration of the head teacher,
teachers, and school counselors. How can this collaboration be improved? In which situations
did the interaction work well? In which situations did problems occur? How could the
interaction be improved? How can we work together in the best way for the children? Why is
it beneficial to have good collaboration?

Please discuss and collect ideas. Each group will present their main conclusions in the plenary.

Small group 2: Interaction between teachers and parents

Instruction: The daily school business demands a close collaboration of teachers and parents.
How can this collaboration be improved? In which situations did the interaction work well? In
which situations did problems occur? How could the interaction be improved? How can we
work together in the best way for the children? Why is it beneficial to have good
collaboration?

Please discuss and collect ideas. Each group will present their main conclusions in the plenary.

Small group 3: Interaction between teachers and school management

Instruction: The daily school business demands a close collaboration of the school
management and teachers. How can this collaboration be improved? In which situations did
the interaction work well? In which situations did problems occur? How could the interaction
be improved? How can we work together in the best way for the children? Why is it
beneficial to have good collaboration?

Please discuss and collect ideas. Each group will present their main conclusions in the plenary.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 6 Session 1

Small Groups

Small group 4: Interaction between teachers and school counselor

Instruction: The daily school business demands a close collaboration of the teachers and
school counselors. How can this collaboration be improved? In which situations did the
interaction work well? In which situations did problems occur? How could the interaction be
improved? How can we work together in the best way for the children? Why is it beneficial to
have good collaboration?

Please discuss and collect ideas. Each group will present their main conclusions in the plenary.

Small group 5: Interaction between school counselor and parents

Instruction: The daily school business demands a close collaboration of the parents and school
counselors. How can this collaboration be improved? In which situations did the interaction
work well? In which situations did problems occur? How could the interaction be improved?
How can we work together in the best way for the children? Why is it beneficial to have good
collaboration?
Please discuss and collect ideas. Each group will present their main conclusions in the plenary.

2
Handouts for participants

Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 2

Handout

Steps of a child’s development: the way from birth to adulthood
Physical development
• The child’s body changes a lot. While the child is growing, it changes in height, weight,
statue and strength.
• The first big bodily change happens when the child learns to walk and stretches its body.
The second big change happens in puberty, when many bodily features change.

Motor development
• Children are born with an innate urge to move and practice their movements.
• This urge helps them to learn all the basic steps from holding their own head as a newborn
to crawling and finally walking à Continuous practice of movements.
Ø Perfection of fine motor skills like throwing a ball and finally holding a pen and writing.

Sensory development
• The perspective of a child is different from that of an adult because it is smaller. Between
10 and 12 the sight is fully matured.
• With 5 to 6 years the hearing is matured. Children still have problems to allocate noises
and are easily distracted.
• Children are easily distracted by what they see and forget about their tasks. Continuous
supervision is needed, especially for the younger ones.
Ø What children see is always stronger than what they hear!
Ø Children are more easily distracted during lessons.

Cognitive development
• With 5 years the reaction time is twice as long as that of adults.
• With 8 to 10 years children can concentrate for a certain time, e.g. the length of the way to
school.
• With 14 to 15 years the reaction time is the same as of adults. They can now concentrate
on 2 things at the same time.
Ø Children need more time to react, can concentrate for a shorter period and more
easily distracted.
• Until the age of 6 years, children think and act self-centered. They are driven by their
current feelings and think magically.
• With 7 years the thinking starts to become more logical. With 12 years the thinking starts
to resemble adult thinking.
Ø They start to act more planned and purposefully.
Ø They can wait a little longer before they receive a promised reward. Short delay of
rewards is possible.

1


Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 2

Handout

Emotional development
• A baby needs help to handle unpleasant feelings and to calm down
• Children learn how to name emotions. They learn how to deal with them in a socially
accepted way with the help of caregivers. Then, they develop strategies to handle
emotions on his/ her own.
Ø From external emotion regulation (through the help of caregivers) to self-
regulation!

Which abilities are essential for academic success?

Ø Fine motor skills
Ø Concentration
Ø Emotion regulation, tolerance of frustration
Ø Self-confidence, confidence in own abilities
Ø Handling the delay of rewards
Ø Social skills

Social development
A child takes several steps to the world:
- With 6 months it starts to explore. With 1-3 years it learns to walk and starts to
develop a self-concept. The family is the focus of social experience.
- With the beginning of school, social experiences outside of the family become more
important.
- During puberty the child strives to be grown-up and independent. The peer group is
most important.
• A child has an innate need for attachment to a caregiver. The caregiver is the „safe place“.
• Children need care to survive, for nurture and for affection.
• During preschool and primary school years child learns more about its own thoughts and
feelings and it learns more about the thoughts and feelings of others. This is the base for
learning social behavior.
Ø They learn about their own identity and abilities in interaction with others.
Ø Social learning needs interaction with peers and adults. Role models are essential!
• As social beings children want to belong to a group and to contribute to this group.
• Children are motivated to follow the rules of a group if they feel like a member of the
group.
Ø Children want to feel accepted and useful within the group.

2


Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 2

Handout

The goals of misbehavior (following Dreikurs, 1968)
• All actions are purpose-driven, even though often we are not aware of the underlying aim.
• The main underlying aim of a child is to belong to the group and maintain his/her place in
the group.
Ø This may happen through accepted behavior or through misbehavior.

1. Attention-getting mechanism: “I can only be sure of my place in the group, if I have your
attention.”
Ø Children try to get attention through high performance, pleasantness, being cheeky
and restless or lazy and stubborn.
2. Power struggle: “I only feel self-assured, if you do what I want.”
Ø From experiences of pressure and criticism, children may feel insecure and learn to
fight against it with provocation, power, and rebellion.
3. Revenge: “I am the bad child. Everyone expects that I hurt and reject them, so that is what
I do.”
Ø Children who experienced rejection and refusal too frequently, do not believe anymore
that they will be liked and accepted. This child feels so hurt and seeks revenge.
4. Display of inferiority or inadequacy: “I am a failure and I will not succeed, so there is no
use in trying.”

Ø Children display inadequacy if they feel so discouraged that they lost any hope. They
try to avoid any situation that is potentially humiliating.

• A child can act according to more than one goal.

• To understand the underlying goal of a certain behavior, ask yourself (and the child):
What is the purpose of the misbehavior? Could it be…
To get attention? To be noticed?
To get their own way?
To hurt others, because they feel hurt? To get even?
To be left alone? To hide that they feel stupid?
• If a strategy does not work (anymore) and the child still feels his position in question, the
behavior pattern will shift to a more intense one in order to maintain his position in
another way. Equally, behavior can be improved by teachers, parents and caregivers with
the help of educational strategies.
Ø Reinforce the child’s feeling of belonging to the group!
Ø Experiences in school can have a positive impact on skills, knowledge and self-
esteem!

3


Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 2

Handout

Components of communication with students

Body language: Make and keep eye contact. Put your attention to the student.
Listening:
• Use reflective listening: Listen to, summarize, and repeat back to the student the
message you are hearing.
• Use active listening:
o Give the student your complete attention and try to put yourself in his/her place
so you can better understand what he/she is experiencing.
o Show your interest by nodding and occasionally use small responses like e.g.,
“Yes…I see, Oh…”
o Encourage the student to keep talking. Although these may seem like passive
responses, they are an important part of communication.
o If the student sees you as an active listener, this will make him/her more
willing to listen to you and others
• Acknowledge the student’s good listening habits from time to time. He/she may be
more motivated to listen carefully and follow your talk if his or her efforts are
recognized.

Talking:
• Use “I” messages and avoid “you” messages.
o The “I” messages communicate the effect of the student’s behavior or actions
upon the teacher. They encourage the student to take responsibility for his/her
actions.
o “You” messages are more student-focused and are more likely to create a
struggle between you and the student.
o Of course, even with “I” messages you are not guaranteed success, particularly
when you first begin to make use of “I” messages. If this happens, repeat your
message, maybe saying it in a different way and with greater intensity.
• Show respect for the student’s ideas and feelings.
• Stay away from sarcasm, hurtful words and blaming.
• Be honest.
• Give a short and clear message. Otherwise the important points might get lost or you
might be misunderstood.
• Be sensitive to your tone of voice. It should be consistent with your message. Do not
let your emotions confuse the message you are trying to convey.
• Be as consistent as possible with all students. You should have the same
communication approach and style with every student. Do not appear to be more
accepting of one student than another.

1
 Interaction Competencies with Children – for Teachers (ICC-T) Day 1 Session 4

Handout

Teachers as role models: A message to teachers

A role model is a person who inspires and encourages us. A role model is someone we admire
and someone we aspire to be like. We learn through them, through their commitment and
through their encouragement. We look to them for advice and guidance. A role model can be
anybody: a parent, a friend, but some of our most influential and life-changing role models are
teachers.
Teachers accompany students through different stages of development. At six to eight hours a
day, five days a week, you as a teacher are predestined to become one of the most influential
people in your students’ lives. The educational and academic experiences in school have
influence far into adult-life.
After their parents, children will first learn from you, their primary school teacher. You are the
first and main persons who have an educational influence on the child. You are one of the first
persons to motivate and stimulate educational interest and desire to learn. Then, secondary
school teachers will guide students through another important transition: adolescence. As
children become young adults, they will answer their questions, listen to their problems and
teach them about this new phase of their lives. You not only watch your students grow, you
help them grow.
Much of what students learn from their teachers is not detailed on a syllabus. Teachers who help
us grow as people are responsible for imparting some of life’s most important lessons. During
their initial school years, students encounter, perhaps for the first time, other children of the same
age and begin to form some of their first friendships. As a teacher, you will show your students
how to become independent and form their own relationships; you will carefully guide and
support them. You can create an atmosphere in the class that is encouraging, fosters cooperation
and social skills, and stimulates learning. School is as much a place of social learning as of
academic learning, and this is true not only in our early years of education, but all the way
through school. You can guide your students in a kind, respectful, but firm way, help them to
acquire not only knowledge but responsibility, respect and self-confidence. You guide, stimulate,
and influence rather than using pressure and imposing your will. You have a crucial influence on
the development and life of your students!

Teachers are important role models for students. Important characteristics are…
• being honest and sincere.
• treating students with respect and dignity.
• being a trustful person.
• acting fair and responsibly.
• admitting mistakes and apologizing for mistakes.
• acting with kindness and firmness.
• seeing yourself as a group leader.
• showing confidence in the students’ abilities and in your abilities.
• distinguishing between the action and the person (concerning misbehavior).
• involving students in responsibilities and decisions.
• concentrating on improvement, not on mistakes.
• showing passion for your work, inspire, and elicit interest in students.
• educating through encouragement, winning cooperation and guidance.
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Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 1

Handout

Education and discipline – What does the law say?

Take home messages

In many countries of the world (e.g., Kenya, South Sudan and DR Congo) the law prohibits
all forms of violence against children. With the Sustainable Development Goals 2015-2030
UNICEF, UNESCO and the United Nations High Commissioner for Human Rights support
the initiative to end all forms of violence against children.
They say: Hitting people is wrong – and children are people too.

Situation in [enter specific country]

1) In homes

• Add here the specific legal regulations in the respective target country!

2) In schools

• Add here the specific legal regulations in the respective target country!

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 1

Handout

Example handout Tanzania:

Education and discipline – What does the law say?

Take home messages

In many countries of the world (e.g., Kenya, South Sudan and DR Congo) the law prohibits
all forms of violence against children. With the Sustainable Development Goals 2015-2030
UNICEF, UNESCO and the United Nations High Commissioner for Human Rights support
the initiative to end all forms of violence against children.
They say: Hitting people is wrong – and children are people too.

Situation in Tanzania
1) In homes
• Corporal punishment is lawful in the home in mainland Tanzania and in Zanzibar. In
mainland Tanzania, the Law of the Child Act (2009) states that parents should protect
children from all forms of violence (article 9), including beatings which cause harm in
the definition of child abuse (article 3) and prohibiting “torture, or other cruel,
inhuman punishment or degrading treatment” (article 13).
• However, corporal punishment is to some degree allowed in Tanzania for “justifiable”
correction (article 13) and does not exclude all forms of corporal punishment from
such correction.
• In Zanzibar, article 14 of the Children’s Act (2011) states that “no child shall be
subjected to violence, torture, or other cruel, inhuman or degrading punishment or
treatment or any cultural or traditional practice which dehumanizes or is injurious to
his physical and mental wellbeing”, but it also states that “parents may discipline their
children in such a manner which shall not amount to injury to the child’s physical and
mental wellbeing”. This is not interpreted as prohibiting all corporal punishment in
childrearing.

2) In schools
• Corporal punishment is lawful in schools in mainland Tanzania under the National
Corporal Punishment Regulations (1979) pursuant to article 60 of the National
Education Act (1978), which authorizes the minister to make regulations “to provide
for and control the administration of corporal punishment in schools”. The Law of the
Child Act does not repeal this provision or prohibit corporal punishment in schools.
• Government guidelines in 2000 reduced the number of strokes from six to four and
stated that only the heads of schools are allowed to administer the punishment, with
penalties for teachers who flout these regulations.
• In Zanzibar, the Ministry of Education has adopted a policy against corporal
punishment in schools, but it remains lawful under the 1982 Education Act. The
Zanzibar Children’s Act does not explicitly prohibit corporal punishment in schools.
1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 2

Handout

Consequences of harsh discipline

Harsh discipline includes different types of discipline that all have in common that they harm
the student or have the potential to harm the student. Harm can be visible in form of physical
injuries but sometimes the scars are also invisible, for example psychological harm, such as
lowered self-esteem.
Examples of harmful discipline:
Ø Physical punishment: spanking, slapping, caning
Ø Emotional punishment: insulting, humiliating

Over the last decades research from all over the world including African countries has shown
that harsh discipline namely physical and emotional punishment has various negative
consequences:

Emo$onal(
punishment(

emo$onal( behavioral( cogni$ve(

Emotional consequences: Behavioral consequences: Cognitive consequences:

•  Impaired self-image and self- •  More aggressive and •  Learning difficulties
esteem oppositional behavior •  Concentration
•  Difficulties to make friends and •  More likely to show symptoms of problems
relate with others hyperactivity
•  Social withdrawal •  More bedwetting
•  Depressive Symptoms
•  Suicidal thoughts

Physical)
punishment)

emo1onal) behavioral) cogni1ve)

Emotional consequences: Behavioral consequences: Cognitive consequences:

•  More aggressive behavior
•  More mental health in childhood •  Lower school
problems •  More aggressive behavior in achievement
–  Depressive Symptoms adolescence & adulthood
•  More antisocial & •  Lower working memory
–  Internalizing problems delinquent behavior in capacity
•  Lower self-esteem childhood
•  Lower attention capacity
•  Less secure attachment to •  More antisocial behavior &
delinquent in adolescence & •  Lower concentration at
caregiver adulthood
•  Lower quality of caregiver- •  Less prosocial behavior school
child relationship

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 2

Handout

If a child is exposed to harsh discipline, the child learns the following:
Ø Fear but not respect!
Ø What not to do, but not what to do!
Ø Immediate compliance, but not why not to do it (no moral internalization)!
Ø To solve conflicts with violence!

The cycle of violence

As the child learns to solve conflicts with violence, a cycle of violence may develop. Children
and adolescents who experienced more violence by their parents or teachers are also more
likely to act aggressively towards peers but also towards teachers and parents.

Emo3onal)
discipline))

Exposure)to)
Use)of)harsh)
harsh)
harsh)
disciplne)
discipline)

Physical)
discipline)

The power struggle in schools

• The use of pressure and (physical) power lead to a power struggle with students.
• Applying more power, force, and humiliation leads to more resentment, rebellion and
revenge.
• Teaching and learning steps into the background and school days are at risk to become a
constant struggle for power between teachers and students.
• At worst, students may win the struggle by total refusal to learn and constant absence
from school.
Ø Highly dissatisfying and stressful for both, students and teachers!

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 2 Session 3&4

Participant Instructions

Self - reflection
Instructions to the participants:

Dear participant,

Take now 15 minutes and think about the guiding questions. It will be helpful if you could
find a quiet place and think about the questions on your own.

Guiding Questions:

1. Go back to your childhood, think of your mistakes and the punishment you were given by
your parents and at school by your teachers.
a. Mention types of your mistakes and the punishment you were given.
b. How did you feel after being punished?
c. Are there types of punishment of your parents and teachers that you have
experienced and that you are now using to discipline children? Do you consider
them as effective and helpful?

2. Which punishment do you remember most in your life? What did you do and what was
the punishment?
a. At school
b. At home

3. How do you feel when you beat a child to discipline him/ her?

4. How do you feel when you know/ see another person is beating your child?

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 1

Handout

Facts about corporal punishment and non-violent discipline methods

Take home message

Non-violent discipline methods Corporal punishment

ü Teach correct behavior o Stops unwanted behavior for a short time

ü Teach values o Creates fear of parents or caregivers

ü Develop self-control o Reinforces sneaky behavior

ü Use acknowledgement and o Uses pain and humiliation

encouragement

ü Teach responsibility o Builds resentment

ü Build self-esteem o Damages self-esteem

ü Promote benefits of good behavior o Encourages children to deceive their

parents or caregivers and others

ü Produce self -regulated children o Produces difficult children

ü Produce long term good behavior in o Produces short term compliance in

children children

ü They might consume much time at the o It may seem like a shortcut but in the
beginning, but they slowly teach children long-run it reinforces misbehavior.
what to do and misbehavior may be
reduced.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Handout

Effective discipline strategies

Maintaining good behavior and changing misbehavior:

• Desired behavior is reinforced by adding positive incentives or by removing negative
tasks.
• Misbehavior can be modified by adding negative consequences or by removing
positive incentives.
Ø Generally, focus on reinforcing good behavior. If the desired behavior is reinforced
and children feel accepted, they will show less misbehavior.

Examples for reinforcement and modification of behavior

Strategies for maintaining good behavior:

• Positive reinforcing
– Acknowledge “good behavior” as quickly and as often as possible
– Give the students specific feedback about specific behavior: “I liked the way
how you have helped other students in class“
• Demonstrating „good behavior“
– Teachers are role models
– Actions are more powerful than words
– Demonstrate the desired behavior
– Do what you say, say what you mean and mean what you say!
– Keep your actions as consistent and positive as possible
– Show that you are able to learn from mistakes
– Be kind and firm

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Handout

• The teacher is the main actor in creating an atmosphere where students want to
participate and contribute:
– Attention is focused on good participation and contribution to the lesson.
– Teamwork and helping each other is reinforced by the teacher.
– The teacher encourages the students to actively take part in the lessons.
– As little attention as possible is given to misbehavior.

Strategies for changing misbehavior:

• First, it is important to step away from feeling provoked by the child and quick
reactions, but to evaluate the child’s behavior for the underlying goals:
– In this evaluation the teacher should concentrate on the purpose of the child’s
behavior, less on the underlying reasons in past experiences.
– The teacher can respond to the child’s behavior by reinforcing the feeling of
belonging and contribution to the group.
– Time and patience are needed to change the child’s attitude.
• Active ignoring
– Briefly removing the attention, when student shows misbehavior.
– Provide the student with action alternatives and acknowledge every step of
behavioral change.
• Natural consequences
– As a result of the student‘s own action, certain consequences or reactions
naturally occur.
• Logical consequences
– In certain situations natural consequences may be too dangerous or not
applicable.
– Instead, the consequences of the student’s misbehavior are structured by the
teacher, but experienced by the student as logical in nature.
– Logical consequences are logically related to the misbehavior.
• Additional tasks/privilege removal
– A penalty should be used only with caution and consideration.
– The penalty should be calmly discussed, should not be influenced by current
emotions.
– Rules and expectations should be clear and laid out in advance and not
presented as a surprise, a threat or a punishment.
– Can be discussed in the group discussion of the class and according to the class
rules.

Important to consider:

• Prepare well with class rules and discuss misbehavior with the students beforehand.
• Be firm, but fair.
• Be consistent.
• If you are angry, take a moment to calm down. Your anger is not a good guide.
• Distinguish between the action and the student. You are accepting the student, but not
the action.
• Children in rage cannot listen. Wait until it is over.
• Don’t get into a power struggle. Refuse to enter the fight. Admit that you cannot force
the student, try to find an agreement together, guide their power in useful actions.

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 2

Handout

Ø Silent actions are more powerful than threatening, shouting or scolding.
Ø The focus should always lie on reinforcement and encouragement!
Ø Whenever possible, attention and natural or logical consequences should be used
to modify behavior!

Excursus: Reaction to misbehavior according to the 4 goals

• If the child seeks attention: ignore attention-seeking behavior and give attention at
other times, encourage useful contributions to the class and lessons.
• If the child seeks power: do not use logical consequences or penalties, avoid power
struggles, ask for the child’s aid, and make agreements.
• If the child seeks revenge: use natural consequences, persuade the child that they are
liked, involve the class in encouragement.
• If the child displays inadequacy: encourage and do not give up, acknowledge every
attempt.

Consequences of behavior
• Should be age-appropriate
• Not determined by teacher‘s current emotions
• Related to the behavior
• Consistent (same consequences for same behavior)
• Contingent (closely after behavior)

The importance of attention:

• Students are always looking for the teacher’s attention.
• Negative attention is better than no attention.
è Attention reinforces the student‘s behavior

+ Use attention to reinforce good behavior

- Try not to pay too much attention on misbehavior
(…as attention to misbehavior will reinforce misbehavior)

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 3

Handout

Guidelines for setting expectations and giving instructions

• Instructions need to be stated clearly and explicitly and must be achievable and
reasonable.

• Be very specific about what you expect.

• There needs to be an agreement between what the teacher expects and what the
student expects.

• Communicate calm, friendly, and with eye contact.

• Teacher and student should set short-term goals that can be achieved steadily in a
step-by-step manner. Setting the goals too high or long-term will frustrate both student
and teacher, as success will only occur seldom.

• Acknowledge the student’s efforts, even when he/she does not fully meet the
expectations. Small steps are realistic and, if rewarded with encouragement and
attention, motivate the student for more effort.

• Be willing to reconsider and adjust the expectations when the student is consistently
unable to meet them.

• Generally expect that your students are motivated, feel responsible, and want to
cooperate. If you approach them with a positive encouraging attitude you will be
more successful.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Handout

Reinforcement

The student will be motivated to learn if he/she can participate actively with responsibility
and if the teacher can elicit interest for the subject in the students. Pressure can make children
learn, but it takes much more effort and holds much risk for misbehavior than guiding,
motivating and, encouraging.

Encouragement
“A misbehaving or deficient child is mainly a discouraged child” (Dreikurs, 1968)
• The child looses the confidence in his own abilities.
• Criticism, correction and pointing out mistakes may be done with good intentions, but
lead to even more discouragement.
• The child needs the feeling that the teacher sees him/her as a valuable person
independently of the performance and has faith in his/her abilities.
„He [The student] becomes what he is encouraged to become“ (Dreikurs, Cassel, Ferguson, 2004)
How to encourage:
• Concentrate on the positive and the strengths of the students.
• Mistakes are chances, not failures.
• Avoid criticism.
• Focus on improvement instead of performance.
• Have faith in the students‘ abilities.
• Be optimistic.
• Acknowledge improvement.
• Catch the students doing something good; give positive feedback.

How to give positive and specific feedback:

• Avoid comments on the person; focus on the action.
• Use a warm and optimistic voice.
• Give feedback on specific behavior: e.g.,
I appreciate/like that you did...
It is good to see...
I enjoyed that you...
It was a great help that you...
I noticed that you improved in...
I am sure you can do ... . If you need help, you can come to me.

The classroom atmosphere is essential to motivate or hinder learning:
• Teachers need to work with the class not against it.
• Good communication, common objectives and common values are parts of a good
class atmosphere.
• Create a team spirit and share the responsibility for learning with the children.
• Unite the class for a common goal or interest.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 3 Session 4

Handout

• A cooperative atmosphere is more helpful than competitive one: It fosters values that
children need to learn and unfold themselves, like communication of ideas,
coordination of effort, friendliness and the motivation to contribute.

Attention
• Power of attention is often overseen
• Attention always reinforces behavior
• Negative attention is better than no attention
Ø Use attention to reinforce good behavior. Try not to pay too much attention to
misbehavior.
Ø Acknowledge good behavior more than you comment on bad behavior (of one
student!)

Responsibility
• We care more about the outcome of a task if we feel responsible.
• Students can take responsibility for tasks in the classroom.
• If they feel responsible for the outcome of a lesson, they will participate and learn.
• Being responsible is learned through taking responsibility.

Participation
• We care more about tasks if we feel that our actions matter.
• Students can prepare certain parts of the lessons that are of interest for them.
Ø If they can participate actively and take over responsibility, they are more motivated.
Ø In group discussions all children take part, express their opinions, learn to listen to
each other, and share the responsibility to find solutions with the teacher.

Group discussions
• A weekly class discussion of around 30 minutes.
• First teacher is the chairperson, later also students take turns.
• Discuss: good things, possible improvements, personal issues, tasks & responsibilities,
activities & plans, class rules & consequences of violations
• Concentrate on constructive comments and problem solving.
• Keep a respectful & accepting atmosphere.
• Seek consensus in discussions.
• Agree on rules for the discussion (e.g, Raise our hand. One talks, the others listen.)

v Be careful to give each student several chances to participate and take over
responsibilities. Praise the also disruptive students when they do something well or
improve a little bit.
v It is easier for the teacher to work with motivated students who feel responsible.
v Motivated students are easier to guide.
v Especially in big classes it is difficult to teach if the students are against the teacher
and sabotage the lessons.
2
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 2

Handout

Developing good rules in the classroom

Successful rules are:

ü Short
ü Clear
ü Consistent
ü Easy to understand
ü Age-appropriate
ü Positively phrased

Rules …

• should be kept to a minimum.

• contain the most important values.
• should have the aim to create a supportive atmosphere in the class.
• should be developed by teachers and students together.
• should be visible in the classroom.

Ø The class should identify with their rules and feel responsible for them.
Ø Consequences of violation of rules should be discussed and agreed upon.
Ø Consequences should be clear for everybody.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 4

Handout

Contracts
General information:

Contracts can be used for children of age 10 and older, thus at an age when children want to
negotiate, feel empowered & independent; and show initiative and responsibility. Contracts
work best when made before a problem or a conflict arises. But contracts may also be useful
if a particular child shows an individual misbehavior or needs more structure and guidance to
reach a goal. Children and adolescents have definite and firm thoughts, opinions and feelings
and are capable of negotiations; therefore the contract should be negotiated and should not be
imposed on the child.

Steps to follow when preparing a contract for changing behavior:

1. The student and the teacher should both state their expectations and responsibilities.
2. The student and the teacher should discuss and agree on goals/sub-goals and
consequences.
3. Together discuss and define consequences following the accomplishment or the failure
to accomplish the goal/sub-goals of the contract.
4. The contract should be written down and should include goals/sub-goals, duties and
consequences.
5. The contract should be kept visible for all parties.
6. The contract should be a motivation for good behavior.

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 4 Session 4

Handout: Example contract

CONTRACT

BETWEEN ANDREW (STUDENT) AND MR. JOHNSON (TEACHER)

We agreed upon the following:

• Andrew will be doing his homework every day directly after school.
• Mr. Johnson will remind him at the end of each school day that Andrew agreed to do
his homework directly after school.
• If Andrew can present his homework in school on at least 3 mornings per week, he can
choose the story that will be read on Friday to the class.
• If Andrew does his homework less than 3 times this week, he needs to use the time
during the story to catch up on his homework.
• This contract is valid for one week.

We agree to this contract:

Dar es Salaam, 04-02-2019

______________________ ______________________

Andrew Mr. Johnson

Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Handout

Externalizing Problems

Externalizing disorders are characterized by maladaptive behaviors that are directed towards
an individual's environment, which cause impairment or interference in life functioning.
Externalizing disorders include, for example, aggressive behavior attention-
deficit/hyperactivity disorder, oppositional defiant disorder, and conduct disorder.
Students with externalizing problems seem to be “problematic children”. However, students
who show oppositional or aggressive behavior are not “evil” by nature but many of them
suffer from severe problems. Students who suffer from externalizing problems are often
difficult to handle by teachers, as they are disobedient and sometimes aggressive.

Externalizing,
problems,

Opposi3onal, Aggressive,
ADHD*,
behavior, behavior,
*Attention Deficit
Hyperactivity Disorder

•  to disobey •  to hit, bite, bully, destroy •  Unable,to,sit,s3ll,

•  not to listen •  Occurs in times of anger, •  Difficul3es,to,
•  not to do what you are frustration, fear concentrate,
supposed to do (e.g. •  Boys have more •  Low,a@en3on,capacity,
homework, daily tasks) problems with aggression
•  Constantly,fidge3ng,
•  to argue

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Handout

Underlying reasons
There are a number of reasons that may explain why students develop externalizing problems.
The most prominent reason is harsh discipline but also other reasons play a role. We have
listed a few examples below:

•  aggressive/disobedient behavior
-  to solve conflicts
-  to deal with anger & frustration
•  cycle of violence and misbehavior
Harsh&discipline& •  greater risk for lifelong problems
-  in relationships
-  with authorities
-  to get criminal
•  Unreasonable&or&high&expecta3ons& -  to use drugs / alcohol
•  Difficult&/&intense&temperament&of&the&
child&
•  School&problems&
•  Conflicts&with&peers&&
•  Family&stress&
•  Conflicts)between)parents)) Other&reasons&
•  Disorganiza3on)&)conflicts)within)the)
family)
•  Violence)in)the)family)
)
)

2
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 3

Handout

What can teachers do?
It is important to note that you as a teacher can do a number of things but that it is often
helpful to ask for additional advice or help. A close collaboration with the parents and the
school counselor may help you to decide how you can best support the student and help
him/her to change his/her misbehavior. Students with externalizing problems profit from clear
rules and predictable consequences. Below you find a few ideas that may be helpful when you
have a student in class who shows externalizing problems.

What can teachers do?

• Show that you noticed a difference in the behavior
• Recognize unhappiness and struggling
• Try to understand the reason for the behavior
• Encourage other ways to solve the problem
• Improve cooperation with parents
• Try to take pressure from the child

Sometimes it may be helpful to have some guideline when additional help is needed. Under
the following circumstances you should seek additional help:

When to seek additional help …

• Persistent, long lasting disrespect
• If the behavior continues despite of your best efforts
• If disobedience goes along with aggressive behavior
• If there are general signs of unhappiness
• If the child takes alcohol or other drugs

3
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Handout

Internalizing Problems
Children suffering from internalizing disorders will keep their problems to themselves or
internalize the problems (= children see themselves as the problem). Behaviors that are
apparent in those with internalizing disorders include depression, withdrawal, anxiety, and
loneliness.
Students who suffer from internalizing problems are often overseen by teachers. They are
often not regarded as “children with problems” but as compliant and not complicated.
However, many of them suffer from severe problems.

Internalizing
problems

Social
Depression Grief
withdrawal

The child feels Child Child

•  sad •  feels very sad •  does not interact with other
•  misses the deceased children
•  hopeless
person •  prefers to stay alone
•  worthless
•  Feels guilty for the death of •  prefers to interact with
•  lonely or not the parent adults rather than with
understood •  often cannot talk about the children
•  no pleasure grief •  has no or very few friends
•  prefers to stay alone

1
Interaction Competencies with Children – for Teachers (ICC-T) Day 5 Session 4

Handout

There are several reasons that may explain why students develop internalizing problems. The
most prominent reason is harsh discipline but also other reasons play a role. We have listed a
few examples below:

•  Social withdrawal or depressive

symptoms
Harsh&discipline&
•  low self-esteem
•  Higher risk to become a victim
of violence later in life

•  Unreasonable&or&high&expecta4ons&
•  School&problems&
•  Conflicts&with&peers&&
•  Family&stress&
•  Conflicts)between)parents))
•  Disorganiza3on)&)conflicts)within)
Other&reasons&
the)family)
•  Violence)in)the)family)

)
)

What can teachers do?

It is important to note that you as a teacher can do a number of things but that it is also often
helpful to ask for additional advice or help. A close collaboration with the parents and the
school counselor may help you to decide how you can best support the student to overcome
his or her problems. Below you find a few ideas that may be helpful when you have a student
in your class who may suffer from internalizing problems.
• Show that you noticed a difference in the behavior
• Recognize unhappiness and struggling
• Try to understand the reason for the behavior
• Improve cooperation with parents
• Express an understanding and supportive attitude towards the child’s problems
• Try to take pressure from the child

When to seek additional help…

Sometimes it may be helpful to have some guideline when additional help is needed. Under
the following circumstances you should seek additional help:
• Persistent, long lasting depressive symptoms
• If the behavior continues despite of your best efforts
• If social withdrawal and depressive behavior go along with ideas of killing oneself
• If the child is unable to share his/her feelings with anybody

2
Questionnaires for evaluation
 Evaluation of the ICC-T training workshop
Dear participant,
We are very happy to welcome you to our training workshop! Our training workshop will
focus on effective discipline measures and communication competencies in the context of
school settings. At the beginning we would like to know your expectations and wishes
concerning the ICC-T training workshop. This will then help us to shape our discussion with
you in the workshop so as to address adequately your needs and wishes. Feel free to answer
the questions, because all the information you provide will remain confidential.

1. Personal information

Please indicate your gender: [ ] male [ ] female

How old are you? I am __________ years old.

[ ] Completed secondary school; [ ] non-
What is your highest qualification? university teacher training; [ ] Bachelor;
[ ] Master; [ ] any other: _____________

2. Expectations
Below, you find some statements concerning the workshop and its content. Please mark the
category that fits best for you.

Somehow

Certainly
Not true
Referring to the introduction of the workshop and the content

true

true
displayed…

1 Many of the topics planned for this workshop are new to me.
2 The topics of the workshop are related to my daily work.
3 Many of the workshop’s topics are of interest to me.
4 I am motivated to participate in the workshop.
I feel that teachers need workshops to reflect on their work and to grow
5
personally.
I think that workshop as it is planned is highly needed for teachers in
6
my country.
I have the feeling that I will not learn many new things in this
7
workshop.
If I would have the choice, I would decide not to participate in this
8
workshop.
9 I am looking forward to participating in this workshop.

I have the following wishes and requests regarding the ICC-T training workshop:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Thank you for your participation!

1
 Evaluation of the ICC-T training workshop
Dear teacher,
Thank you for participating in this workshop! In order to improve this workshop further, we
would like you to fill out this evaluation questionnaire. We are interested in your personal
opinion concerning the content of the workshop, methods of training, and trainers’
presentations of contents, and we like to hear your recommendations for improvement. This
will help us to improve the workshop in future days with the intention of addressing correctly
the needs and wishes of teachers in your country. Once again feel free to answer the questions
honestly because all the information you provide will remain confidential.

1. Personal information

Please indicate your gender: [ ] male, [ ] female

How old are you? I am __________ years old.

[ ] Completed secondary school; [ ] non-
What is your highest qualification? university teacher training; [ ] Bachelor;
[ ] Master; [ ] any other:______________

2. Relevance of the workshop

Satisfactory
satisfactory

Very good

Excellent
Good
Not

Sn

How do you rate your understanding of the content of this

1
workshop?
How do you rate the relevance of the workshop’s content for
2
the daily work at your school?
How do you rate the applicability of the workshop’s content in
3
your school?
How do you rate the possibility of using the knowledge
4
obtained from this workshop at your school?
How do you rate the usefulness of this workshop for Tanzanian
5
teachers in general?
What could be added or removed to improve the workshop content?

a) Added ...........................................................................................
6
b) Removed........................................................................................

Was there any concept totally new to you?

7 Totally new concept (s) ..................................................................

..................................................................
1
 3. Satisfaction with the workshop

Moderate
Not at all

Much

much
Little

Very
Sn

1 How satisfied were you with the workshop in general?

2 How satisfied were you with the content of the workshop?
3 How satisfied were you with the teaching methods?
4 How satisfied were you with the trainers?
How satisfied were you with the training period (adequate or
5
not adequate)?

4. Evaluation of new knowledge

Below, you find some statements concerning the workshop and its content. Please mark the
category that fits best for you.

Somehow

Certainly
Not true
Referring to the introduction of the workshop and the

true

true
Sn
content displayed…

1 Many of the topics of this workshop were new to me.

2 The topics of the workshop are related to my daily work.
3 Many of the workshop’s topics were of interest to me.
4 I was motivated to participate in the workshop.
I feel that teachers need workshops to reflect on their work
5
and to grow personally.
I think that this workshop is highly needed for teachers in my
6
country.
I have the feeling that I did not learn many new things in this
7
workshop.
If I would have the choice I would have decided not to
8
participate in this workshop.
9
I enjoyed participating in this workshop.

2
 5. Transferring knowledge of the workshop to your daily work – your opinions

Very much
Moderate
Not at all

Much
Little
Sn

Did the workshop change your understanding of student’s

1
problems in relation to their behavior?
Do you think this workshop will influence your previous
2
strategies in dealing with student's disciplines at school?
Would your work load decrease by implementing your new
3
knowledge in your daily work?

Which aspects of the workshop will you mostly use in your daily work and which
aspects of the workshop you consider not realistic and difficult to use in your daily
work?

4 a) I will mostly use

........................................................................................................................

b) Not realistic and difficult to use

........................................................................................................................

If you would have to contribute money for the workshop, how much money would you
5
be willing to contribute for the workshop? ______________________
6 Would you recommend the workshop to other teachers? ☐ yes ☐ no

Thank you for participation!

3
Examples for certificates
Certificate

We hereby confirm the successful participation of

in the training

Interaction Competencies with Children - for Teachers (ICC-T)

The ICC-T training consisted of 5.5 days of training focusing on strengthening the

teacher-student relationship and equipping teachers with effective and non-violent

interaction strategies. The workshop encompasses a combination of lectures,

exercises and role-plays with theoretical and practical parts.

The participant successfully completed the five modules: 1) Improving teacher-student

interactions, 2) Maltreatment prevention, 3) Effective discipline strategies,

4) Identifying and supporting burdened students, and 5) Implementation into daily work

routines.

The workshop was conducted by _________________________________________

from __________ to ___________ at _____________________________________.

Place, date:

Signature: ____________________________________

Name, function:
The majority of teachers of this school participated successfully in the training

Interaction Competencies with Children - for Teachers (ICC-T)

The ICC-T training consisted of 5.5 days of training focusing on strengthening the

teacher-student relationship and equipping teachers with effective and non-violent

interaction strategies.

Place, date:

Signature: ____________________________________

Name, function: